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The Teacher Chat's on this page are organised according to the emotional, cognitive and behavioural factors that influence engagement with learning. Because we are learners too and our engagement and motivation is just as important for us as our students, afterall we are a significant part of the learning communities we work in and have the biggest effect on our students' outcomes beyond their own efforts.
Each video will aim to include:
A summary of the issue, challenge, cohort and/or context.
An explanation of the behaviours, strategies or actions used in response to the summarised issue, challenge, cohort and/or context.
An overview of the impact or effect of these behaviours, strategies or actions.
Each video will be labeled using the following:
Teacher sense of belonging and social connection (E)
Teacher attitudes, interests and values (E)
Teacher motivation (C)
Teacher's deep processing of information (C)
Teacher persistence (C)
Teacher's interaction with others (B)
Teachers' participation in professional learning (B)
You can use these labels as search terms to search the site.
Imperfection, authenticity and human connection
Imperfection, authenticity and human connection
Teacher attitudes, interests and values (E)
Teacher persistence (C)
Teacher motivation (C)
Summary: The problem with perfectionism.
Explanation: Exploring the way in which perfectionism and our internal voices can undermine our ability to enact our authentic selves, connect with others and create personal growth.
Overview: Modelling our own vulnerability and strength to embrace the messy and imperfect nature of being human to create collegiate climates of psychological safety and professional trust.
Sustaining impact and building on strenghts
Sustaining impact and building on strenghts
Teacher attitudes, interests and values (E)
Teacher persistence (C)
Teacher motivation (C)
Teachers' participation in professional learning (B)
Summary: Reflecting on the value of sustaining impact, building on existing capacity and challenging competitive approaches to education with a focus on collective and collaborative action.
Explanation: Far too often, educators pour energy and effort into projects and initiatives that are either rapidly replaced by 'the next big thing' or a new 'performance target'.
Overview: The demotivating effect of overinvesting energy and effort into unsustained and high churn initiatives may be alleviated by maximising existing strenghts and resources, building on exiting capacity, and working more collaboratively and collectively.
Taking a long view through the busy nature of our work
Taking a long view through the busy nature of our work
Teacher attitudes, interests and values (E)
Teacher motivation (C)
Teacher's interaction with others (B)
Summary: The busy nature of teacher work.
Explanation: Making time to pause with colleagues to take in the short, mid and long term impact of our work.
Overview: When we make this time to pause from the busy work we can support each other to reflect on and identify our impact.
Brain breaks for teachers
Brain breaks for teachers
Teacher sense of belonging and social connection (E)
Teacher motivation (C)
Teacher's interaction with others (B)
Summary: Building collegiate culture through informal times to connect
Explanation: Teachers are often cognitively engaged with work constantly during the day and need time to step away from the busy nature of our work to recharge and connect.
Overview: Regular informal morning teas, or craft and other interest clubs at lunchtime for teachers can be a wonderful way of helping us recharge in the cycle of our week or days.
Kindness & collaboration during the teacher shortage
Kindness & collaboration during the teacher shortage
Teacher attitudes, interests and values (E)
Teacher motivation (C)
Teacher's interaction with others (B)
Summary: A general reflection on the impact of the teacher shortage.
Explanation: Schools are experiencing higher turnover of staff, or changing staffing profiles that make it difficult to sustain existing ways of working and require adaptive responses to new challeges.
Overview: When we make a genuine commitment to offering kindness to our learning community and value all members of that community we can create collaborative teams that buidl morale and help share strategies and resources to help us adapt and respond to challenges and stressors.
Relational elements of schools as communities
Relational elements of schools as communities
Teacher sense of belonging and social connection (E)
Teacher attitudes, interests and values (E)
Teacher motivation (C)
Teacher's interaction with others (B)
Summary: A general reflection on the impact of the teacher shortage.
Explanation: Schools are experiencing higher turnover of staff, or changing staffing profiles that make it difficult to sustain existing ways of working and require adaptive responses to new challeges.
Overview: When we make a genuine commitment to offering kindness to our learning community and value all members of that community we can create collaborative teams that buidl morale and help share strategies and resources to help us adapt and respond to challenges and stressors.
Self-care to support agile adaptive practices
Self-care to support agile adaptive practices
Teacher attitudes, interests and values (E)
Teacher motivation (C)
Teacher persistence (C)
Summary: Recognising self-care as a strategy that helps us respond to challenges with agility and adapt to challenging situations.
Explanation: Teachers can only give as much energy to their work as they give to themselves.
Overview: When teachers experience chronic stress or burnout they become less effective, demotivated and are more likely to leave the profession. We must ensure that we are being kind to ourselves and that we are proactively seeking out strategies to improve our efficincy and effectiveness in ways that are sustainable and relevant to our career stage.
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