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Schools are constantly introducing new ideas and initiatives - but meaningful change rarely happens through innovation alone. This conversation explores why lasting improvement is more often shaped by trust, collaboration and research-informed practice. In busy school environments, knowing what works, how to apply research meaningfully and how to sustain change over time can be incredibly challenging for teachers and school leaders alike.  In this episode, Mark Rickinson and Lucas Johnson explore how research, leadership, trust and school culture shape the way improvement happens in schools, and why meaningful innovation isn’t simply about introducing something new - but creating change that genuinely improves teaching and learning over time. Together, they discuss what it means to use research well in practice, the conditions that help innovation take hold, and why collaboration, relational trust and supportive leadership are often central to creating lasting change. (00:00) What Real Innovation Looks Like in Schools (02:20) What It Means to Use Research Well (06:23) Starting With Problems of Practice (08:26) Turning Research into School Practice (12:58) Why Good Ideas Don’t Always Stick (16:35) Trust, Collaboration and School Culture (19:44) Leadership and Conditions for Change (24:13) Student Voice as a Driver for Innovation (26:58) Research Translation and Teacher Workload Special Guests:  Professor Mark Rickinson Faculty of Education, Monash University Focused on how research is used to improve teaching and learning in real-world education settings. Dr Lucas Johnson Executive Director Research and Emerging Futures, Cornish College Researching the conditions that enable teachers to innovate within their practice. Resources: The Q Project If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at [email protected]. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash Education in producing this podcast.

Performing arts are often the first subjects reduced in schools - yet for many students, they’re where confidence, creativity, connection and engagement are built in ways other learning environments often can’t replicate. Beyond performances and productions, subjects like drama and dance can play an important role in how students express themselves, build relationships and connect with learning more broadly. In this episode, Michelle Ludecke and Siobhan Judge explore the changing landscape of performing arts education in schools, the challenges of sustaining these programs within an increasingly crowded curriculum and the growing pressure placed on teachers working to keep arts education visible and valued. (00:00) Why Performing Arts Are Being Sidelined (03:30) What the Arts Truly Offer (06:32) Beyond Hobby Status - Parental Perceptions (09:15) The Skills Students Gain Through Performing Arts (13:45) Inclusion, Belonging and Student Identity (16:06) Extracurricular Programs and Access to the Arts (18:18) The Pressure on Performing Arts Teachers to Keep the Arts Alive (21:08) Advocacy, Visibility and School Priorities (27:46) What It Looks Like When Schools Truly Value the Arts (35:18) Supporting Arts Education in Schools Special Guests:  Dr Michelle Ludecke Senior Lecturer, School of Learning and Teaching Faculty of Education, Monash University Researcher specialising in arts education, creativity and learning. Siobhan Judge Acting Inclusion Leader and Performing Arts/English Teacher  If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at [email protected]. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash Education in producing this podcast.

Embedding Indigenous perspectives in schools isn’t just about what we teach - it’s about what educators themselves still need to understand, and why meaningful change often begins there. Beyond curriculum content, this conversation explores history, reflection, relationships and responsibility in education. From Acknowledgement of Country to lessons on colonisation, many schools are trying to engage with this work in meaningful ways. But for teachers, questions often remain around how Indigenous perspectives should be approached in practice, and what genuine engagement actually looks like beyond a single initiative or resource. In this episode, Jay Phillips and Jaya Blandthorn discuss the role of truth-telling, reflection, relationships and community connection in education, the discomfort that can emerge through this work, and why meaningful change often begins with educators examining their own understanding of history, teaching and identity. (00:00) Moving Beyond Adding ‘Content’ to the Curriculum (03:51) What We All Need to Understand First (04:46) Navigating the Colonial Load (07:10) Shared Histories and Lived Experience (11:48) Truth-Telling and Moving Past the Tip of the Iceberg (15:41) Educator Positioning and Self-Reflection (19:54) Why History Should Be Uncomfortable (22:38) Who Carries the Burden of Indigenous Education? (27:47) Trauma through the Generations - Jaya's Story (28:40) Community-Led Learning and the Parbinata Initiative (33:25) Avoiding 'Shiny Object Syndrome' in Indigenous Education (37:42) Personal Responsibility and the Path Forward Special Guests: Professor Jay Phillips Deputy Dean of Indigenous Strategy, School of Education and Culture Faculty of Education, Monash University Focused on how educators engage with Indigenous perspectives in teaching and learning. Jaya Blandthorn Project Officer - Parbinata Initiative Monash University Working towards embedding Indigenous knowledge systems into school learning through community engagement. Resources: Parbinata Initiative If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at [email protected]. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash Education in producing this podcast.

Not every student behaviour is defiance, disengagement, or disruption. As trauma-informed practice becomes a growing focus in education, teachers are increasingly being asked to respond to complex student needs with understanding, safety and connection. In this episode, Emily Berger and Yihan Sun explore what trauma-informed practice actually means in schools and early childhood settings, and why the conversation is far more nuanced than simply changing the way behaviour is managed. Together, they discuss the realities educators are facing, the challenges of responding to students in meaningful ways, and why many teachers are still trying to understand what trauma-informed practice looks like in day-to-day classrooms.  (00:00) Understanding Trauma-Informed Practice (03:29) Looking Beyond Behaviours (07:48) How Trauma Impacts Learning (12:19) Understanding Trauma-Related Needs (14:45) Fear, Safety and Student Behaviour (20:45) The Importance of Safe and Trusted Adults (22:18) Supporting Teachers to Do This Work Well (24:02) What Sits Within a Teacher’s Role? (27:44) Why Whole-School Support Matters (33:42) Practical Advice for Educators Special Guests:  Emily Berger Associate Professor, School of Educational Psychology and Inclusion Faculty of Education, Monash University Educational and development psychologist specialising in trauma-informed practice and educator. wellbeing. Yihan Sun PhD Candidate, Monash University Researching trauma-informed approaches in early childhood education settings. Resources: Trauma-Informed Practice: Australian Childhood Foundation Emerging Minds Wellbeing & Mental Health Support Beyond Blue Headspace Lifeline Australia If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at [email protected]. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website We are grateful for the support of Monash Education in producing this podcast.

Rather than reacting to misbehaviour, what if we approached it with the same planning and intention we bring to teaching literacy and numeracy in the classroom?  In this episode, behaviour expert Dr Russ Fox and school leader Karina Stocker explain why behaviour should be treated as a skill - explicitly taught, consistently reinforced, and supported through clear expectations and structured routines. From embedding multi-tiered support systems (MTSS) to practical coaching and playbooks, they share how teachers and schools can build consistency, strengthen culture and support every learner.   Whether you’re working within a whole-school framework or applying these principles in your own classroom, this episode offers grounded, practical strategies to help reduce the guesswork and make behaviour support sustainable.  In this episode, you’ll learn: Why behaviour should be taught, not managed - and what that looks like in practice.The key principles of a multi-tiered support system (MTSS).How school-wide consistency improves both learning and behaviour.Practical strategies teachers can use when working without whole-school frameworks.What real support for teachers looks like - and why they shouldn’t go it aloneTopics we explore: (00:00) Introduction to Positive Behaviour Support (02:16) Effective Approach to Behaviour Support (02:55) Building Whole-School Systems and Consistency (05:28) Support for Teacher Success (07:12) Understanding Tiered Support Systems (09:54) Building Relationships Through Behaviour Teaching (11:05) Behaviour Is a Curriculum That Can Be Taught (14:19) Setting Up Environments for Learner Success (18:25) Helpful Environmental Starting Points (20:57) Managing Teacher Workload and Practice (24:37) Building Systems That Support Teachers (30:43) Instructional and Daily Routines for Success (32:46) Using Extrinsic Supports to Build Intrinsic Motivation (33:32) Final Reflections on Teaching Behaviour Resources:  Positive Classroom Management Strategies - Victorian Department of Education US Center on Positive Behavioral Interventions and Supports (PBIS) Guide on Supporting and Responding to Student’s Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators (2025)The Australian Education Research Organisation (AERO) resources on classroom management practices,Monash Teachspace Article: How to develop effective behaviour support plans in schools  Research paper: Using Data to Support Educators’ Implementation of Positive Classroom Behavior Support (PCBS) Practices (2019)Research paper: Between the lines: Integrating the science of reading and the science of behavior to improve reading outcomes for Australian children (2024)  Working paper: Addressing the gaps in teacher preparation: A one-size-fits-all approach does not existSpecial Guests:  Dr Russ Fox Lecturer, School of Educational Psychology & Counselling Faculty of Education, Monash University Connect with Russ on LinkedIn Karina Stocker  Multi-Tiered Systems of Support Leader, Docklands Primary School, Melbourne  Educational Consultant, Teacher and PhD Candidate Connect with Karina on LinkedIn and X If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.  If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

Play is more than just fun - it’s a key driver of creativity, problem-solving and social connection in early learning. Yet as children progress through school, opportunities for play often shrink - taking with them an essential part of how students learn, reason and make sense of the world. In this episode, early years researcher Dr Leigh Disney, and teacher and PhD Candidate Hong Chen share practical, developmentally appropriate strategies for keeping play alive across year levels. From imaginative play corners to structured problem-solving, they explore how teachers can balance curriculum demands with creativity - and why it’s so important in supporting literacy, numeracy, identity and emotional growth.  At a time when adaptability, creativity and critical thinking are increasingly vital in our rapidly changing world, play remains one of the most powerful tools teachers can use to prepare students for the future.  In this episode, you’ll learn: Why play-based learning supports academic and emotional growth. How play changes across developmental stages—and why it still matters.What imaginative learning looks like in real classrooms.Strategies for embedding play without compromising curriculum goals.Why play can help students build identity, agency and connection. Topics we explore: (00:00) Introduction to Play in Learning  (02:09) What Is Play? (04:17) Imaginative Play in Early Childhood (06:17) Linking Play to Learning (09:06) Play to Support Learning from Kindergarten to School (14:40) Conceptual Play Worlds and Problem Solving (17:08) Collective Play and Building Connection (19:07) Fostering Imagination in Play Over the Years (21:45) Chaos and Problem Solving in Imaginative Play  (25:04) Imagination in Upper Primary (26:55) Where Teachers Can Start with Play (30:00) Balancing Curriculum and Play (31:45) Final Thoughts on Purposeful Play Resources:  Conceptual PlayWorlds An evidence-based model developed by Professor Marilyn Fleer for embedding imagination and inquiry-based learning into early years education.Monash Education Course Options Learn more about postgraduate study options in early years and primary education.Special Guests:  Dr Leigh Disney Early Years Lecturer, School of Educational Psychology & Counselling Faculty of Education, Monash University Connect with Leigh on LinkedIn Hong Chen PhD Candidate & Early Childhood Teacher Connect with Hong on LinkedIn, Instagram and X If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.  If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

For many teachers, games have long been a classroom staple - but their impact goes far beyond surface-level engagement. When designed and used with intent, game-based learning can transform mathematical thinking, improve classroom dynamics, and create lasting connections to content. In this episode, Dr James Russo shares what makes a truly effective maths game, unpacking six key principles from his research and the importance of 'games into investigations'. Primary school teacher Matt Hale brings the classroom perspective, highlighting the joy, depth and unexpected power of games that promote strategic thinking, collaborative dialogue and differentiated learning. You’ll also hear how games like Fact or Fiction, Multiple Mysteries, and Choc Chip Cookies are sparking genuine mathematical thinking - and why the simplicity of cards, dice and paper often wins over digital solutions. In this episode, you’ll learn: The difference between gamification and game-based learning - and why it matters.What the six principles of effective maths games are and how to apply them.How game mechanics support strategic thinking, reflection and investigation.Why low-tech games often outperform digital tools in learning and engagement. The role of games in assessment, student agency and classroom culture. Topics we explore: (00:00) Introduction to Game-Based Learning  (02:00) Game-Based Learning vs Gamification (03:27) Games That Built Deeper Thinking (04:33) Stickiness and Replayability  (05:51) Favourite Maths Games (09:47) Six Principles of Effective Maths Games (11:04) Turning Games into Investigations (13:02) Deepening Learning by Changing Rules (15:03) Games for Assessment  (17:12) Sneaky Learning and Student Confidence (18:05) Managing Competition in the Classroom (19:47) Six Key Principles Explained (26:40) Love Maths Website and Simple Games (27:52) Non-Digital vs. Digital Games (31:38) New International Research into Games (33:36) How to Start Using Games in Teaching Resources:  Love Maths by Michael Minas Free, simple maths games for use at both home and at school.SURF Maths A flexible, visual framework to support mental maths instruction. SURF helps teachers personalise strategy use, build consistency across classrooms, and strengthen students' mathematical thinking and language. Maths 300 Subscription-based maths lesson library, supporting inquiry through rich tasks and games.Wheel of Names A free random selector tool that was designed for choosing winners or names.Related research: Unpacking game mechanics: Five types of whole-class mathematical gamesTransforming mathematical games into investigationsFive principles of educationally rich mathematical games Special Guests:  Dr James Russo Senior Lecturer, School of Curriculum, Teaching and Inclusive Education Faculty of Education, Monash University Matt Hale Teacher St Patrick’s Primary School, Mentone If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.  If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

While concerns about AI replacing teachers persist, the reality is far more complex—and filled with opportunity. This technology shift calls for a reimagining of the teacher’s role, where professional judgement, leadership and curiosity take centre stage. In this episode, Dr Jo Blannin unpacks what generative AI actually is, why it’s more than just a tech tool, and how teachers can lead its meaningful and ethical use in schools. Secondary School teacher Miguel Regalo shares how he and his colleagues are using AI on the ground - from supporting lesson planning and differentiation, to parent communication and professional reflection.  You’ll also hear how AI tools like ATLAS are being used in initial teacher education, and why the challenge ahead isn’t about keeping up with the technology - but shifting the mindset around how it’s used in, and out of, the classroom.  In this episode, you’ll learn: What generative AI actually is - and how it works in simple terms.How teachers and students are already using AI in practical ways. The ethical concerns around privacy, bias and student data.  How AI is shaping assessment, learning design and workload. Where to start if you’re AI curious but not sure where to begin.Topics we explore: (00:00) Introduction to Generative AI (01:57) Big Questions about AI (02:52) What is Generative AI?  (06:20) Using AI in the Classroom (07:36) Ethics, Privacy and Data Safety (12:18) How Teachers Are Using AI  (15:16) Understanding and Adopting AI (18:02) Effective Leadership in School Change (19:00) How Students Are Using AI (19:49) Rethinking Assessment with AI (26:08) Atlas Project: Real-World Teaching Practice (29:41) Where to Start if You’re AI Curious Resources:  ATLAS (Automated Teaching and Learning at Scale) An AI-powered simulation tool used for professional development, including roleplays for parent-teacher interviews, mentoring conversations and behaviour support.Monash University - AI Short Course Explore Artificial Intelligence courses and delve into the dynamic realm of possibilities. Supporting Teachers and Teaching in the Age of Artificial Intelligence - Research Project (Jo Blannin) This project aims to investigate teacher capabilities to respond to, and engage with, Artificial Intelligence (AI) tools in their classrooms and online teaching.Special Guests:  Associate Professor Jo Blannin Senior Lecturer, School of Curriculum, Teaching and Inclusive Education Faculty of Education, Monash University Connect with Jo on LinkedIn Miguel Regalo Professional Growth & eLearning Leader Mac.Robertson Girls’ High School Connect with Miguel on LinkedIn If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.  If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

With teacher shortages and shifting school demands, many early-career teachers are stepping into leadership roles within their first few years in the profession. However, with limited preparation and support, some find themselves burning out - or leaving teaching altogether.  In this episode, teacher James Desmond reflects on his own fast-tracked journey into leadership, how it affected his relationship with his work - and what helped him rediscover the joy of teaching again. Dr Fiona Longmuir brings a research perspective, sharing insights on why so many teachers are leaving mid-career, the systemic changes schools need to consider, and how we can better support meaningful, lasting progression in education.  This is an honest and practical conversation for any teaching navigating their next step - without losing yourself along the way.  In this episode, you’ll learn: What it’s really like to move into leadership early in your teaching career.The signs it may be time to pause, recalibrate or step back to protect your wellbeing.How school systems and structures shape the experience of career growth.What meaningful support looks like - from colleagues, leaders and school culture.How to approach your next career step with clarity, confidence and long-term perspective.Topics we explore: (00:00) Introduction to Career Progression and Leadership (02:13) James' First Year in Leadership  (04:08) Dr Fiona Longmuir - Fast Tracking Careers (05:11) The First Five Years (08:24) Skills for Early Leadership (09:07) Instability and Workforce Challenges (11:57) Mid-Career Attrition and Burnout (14:35) Building Belonging for Teachers (16:10) Time, Money and Respect  (19:49) Taking Charge of Career Progression (22:14) Finding Mentors and Networks (24:49) Rediscovering the Joy of Teaching (25:41) The Future of the Teaching Workforce Resources:  Monash Education - Professional and Continuing Education (PACE) Short Courses   Explore flexible short courses and programs to support your leadership journey at every stage of your teaching career.Monash Education - Education Workforce for the Future A Monash-led research initiative focused on improving teacher retention, leadership and system-wide reform.Special Guests:  Dr Fiona Longmuir Senior Lecturer, School of Education, Culture & Society Faculty of Education, Monash University Co-Leader of the Education Workforce, Future Impact Lab Connect with Fiona on LinkedIn or Bluesky James Desmond History and Politics Secondary School Teacher Government School, Melbourne Connect with James on LinkedIn If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.  If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

Behind the disrespect and undermining attitudes lies a broader cultural shift, fuelled by misogynistic messaging - both inside and outside of school walls. This growing pattern of behaviour isn’t just challenging - it’s incredibly concerning, and it’s not just limited to the classroom.  In this episode, teacher Simone Nguyen shares her firsthand experiences with male students in the classroom, from physical intimidation to daily microaggressions. Researcher Dr Stephanie Wescott breaks down how harmful narratives around masculinity are shaping student behaviour - and what needs to shift at every level, from classroom practices to school-wide culture, and why current responses from leadership to policy, aren’t keeping pace. This episode digs into the structural gaps and the cultural discomfort that let these patterns continue - and what meaningful change could look like if everyone committed to sharing the responsibility in ensuring schools are safe, respectful spaces for everyone.  In this episode, you’ll learn: How misogynistic rhetoric is influencing student behaviour.What it’s really like to be a female teacher experiencing these patterns.The gaps in school systems around support and accountability.The role of male teachers as allies and what whole-school accountability looks like.Why respectful relationships education must be more than a one-off session.Topics we explore: (00:00) What Is The Manosphere (00:28) The Rise of Misogyny in Classrooms (02:11) Understanding the Manosphere (04:43) What It Looks Like on the Ground (09:09) When Students Choose to Speak Up (10:44) A New Wave of Undermining Behaviour (14:22) Advice for Early Career Teachers (16:50) Breaking the Silence (19:22) Leadership’s Role in Cultural Change (20:42) Why Respectful Relationships Education Falls Short (24:10) Male Teachers as Allies (30:52) Preparing the Next Generation of Teachers  Warning: This episode discusses gendered violence and sexual harassment. If you need support, contact 1800-RESPECT.  Resources:  Respectful Relationships Respectful Relationships education as a core component of the Victorian Curriculum from Foundation to Year 12.1800-RESPECT Available for free, 24 hours a day, 7 days a week to support people impacted by domestic, family or sexual violence. Call, text, online chat or video call options available. Special Guests:  Dr Stephanie Wescott Lecturer, School of Education, Culture & Society Faculty of Education, Monash University   Connect with Stephanie on LinkedIn or BlueSky Simone Nguyen Professional Learning Leader and Secondary School Teacher Government School, Melbourne If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.  If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

In this episode, we delve into the critical role of creativity and critical thinking within the educational sphere, exploring how these fundamental skills are pivotal across all subjects, especially in science. Our guests highlight the dynamic ways these skills can be integrated into daily teaching practices to enhance student learning and engagement, particularly through problem-solving. Join Dr. Jen Mansfield and Mel Gatt for a vibrant exploration of creativity and critical thinking in shaping today’s educational landscape. Together, they unravel the complexity of these essential skills, offering rich insights into how they can transform classroom dynamics and empower students. Through lively conversation, our guests provide practical strategies for embedding these skills into teaching, highlight the nuanced ways they can be nurtured in students and tackle the intricate challenge of assessing such dynamic competencies. Together, we explore: The crucial role of creativity and critical thinking across all areas of education, especially in science.How creativity and critical thinking drives student engagement and deeper learning.Strategies for fostering an educational culture that promotes collaboration, deep reflection and effective self-management among students.Techniques for explicitly teaching and integrating creativity and critical thinking to foster students’ comprehension of the curriculum.The complexities of assessing these skills, emphasizing the importance of focusing on processes and thought patterns rather than just final learning outcomes.Dive into this episode to discover how fostering creativity and critical thinking can revolutionize educational practices, making learning more dynamic and impactful. Join us on this creative journey in Let’s Talk Teaching. Resources: OECD - Critical Creative Thinking Project (class-friendly Rubriks)The Power of Making Things VisibleTeaching Creative ThinkingSpecial Guests: Dr Jen Mansfield Senior Lecturer, Science Education - Monash University Melissa Gatt Learning and Teaching Leader - St Peter’s Catholic Parish Primary School, Epping   If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit: Monash Education's learn more page. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

In this episode, we explore the evolving world of literacy education, where technological innovations are revolutionising traditional teaching and learning methods. Our guests Dr. Kylie Bradfield and Claudia Shute, explore the critical role of literacy across all curriculum areas, emphasising how incorporating students’ home languages can enrich literacy education by enhancing comprehension and inclusivity. They also discuss the transformative impact of children’s books, highlighting its power to offer students mirrors and windows - reflecting their own experiences, whilst exposing them to new perspectives at the same time. Together, we explore: The broad scope of literacy which now encompasses not only traditional reading and writing, but also critical thinking and the ability to navigate technology effectively.Children’s books and their importance in developing literacy - offering both mirrors for students to see themselves and windows to learn about the world.The challenges of teaching literacy in today’s diverse classrooms and the importance of valuing students’ home languages to enhance comprehension and inclusivity.How parents can play a pivotal role in literacy development through activities such as reading together with their children.The need for ongoing support for teachers and access to research-informed pedagogical strategies to elevate literacy standards within the classroom.This episode highlights the broad impact of literacy on academic success and personal development, advocating for a holistic approach that empowers teachers, involves parents and meets the diverse needs of students. Jump in and Let’s Talk Teaching. Resources: My Two BlanketsThe Red BeastI Wanna IguanaSpecial Guests: Dr Kylie Bradfield Senior Lecturer, Curriculum, Teaching and Inclusive Education - Monash University Claudia Shute Teacher - Barton Primary School, Cranbourne West   If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit: Monash Education's learn more page. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

Join us as we explore how fostering student mental health and wellbeing impacts their academic success. From the importance of creating trusting relationships to the impact of COVID-19 - learn how to create strategies that support both students and teachers to create a nurturing and cohesive educational environment. In this episode, Dr. Stella Laletas and Dr. Chloe De Rosbo-Davies discuss the critical role of mental health in shaping educational experiences. As experts in psychology and education, they offer invaluable insights into the complex relationship between a student's sense of wellbeing and learning capacity. Drawing from her extensive teaching experience, Stella underscores the importance of creating secure and trusting environments for student success. Echoing her insights, Chloe, a psychologist and previous school counsellor, highlights the profound positive changes in students who establish connections with their teachers. Together, we explore: The direct impact of emotional safety on motivation and engagement in learning.The composition and invaluable role of wellbeing teams within schools, and how teachers can utilise these resources for additional support.Strategies for teachers to build trust and meaningful relationships with students, while maintaining professional boundaries and respecting privacy.The significant and ongoing impact of the COVID-19 pandemic on student mental health, including the rise of disengagement and separation anxiety.The growing necessity for schools to prioritise educator wellbeing as it’s intrinsically linked to their effectiveness in the classroom.Practical resources and approaches that can help such as mental health first aid, to empower teachers to support their students effectively.This episode advocates for a holistic approach to wellbeing in education, providing a wealth of insights for educators aiming to enrich their classroom environments and foster comprehensive development in their students. Join us for an enlightening discussion on Let’s Talk Teaching. Resources: Schools Mental Health MenuStudent Wellbeing HubHigh Impact Wellbeing StrategiesSpecial Guests: Dr Stella Laletas Senior Lecturer in Developmental Psychology, Counselling and Inclusive Education - Monash University Dr Chloe De Rosbo-Davies Educational and Developmental Psychologist - Level Up Psychology   If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit: Monash Education's learn more page. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

This episode takes a closer look at how creating supportive learning environments through trauma-informed practices and restorative justice can fundamentally transform the classroom landscape. It emphasises the importance of recognising student’s backgrounds to nurture and heal relationships, thereby enhancing learning outcomes. In this insightful discussion, Dr. Kristin Reimer and Peter Langham share their extensive experiences in creating supportive and transformative learning environments within complex school communities. They outline the essential elements for fostering nurturing educational spaces that effectively support students’ emotional and educational growth. Together they also discuss the use of trauma-informed care and its integration into daily classroom strategies to enhance and strengthen both teacher and student interactions and relationships. Together, we explore: Insights into Kristin’s and Peter’s motivations for specialising in creating supportive learning environments, including Kristin’s experiences teaching in North Korea.The development of supportive classrooms at Monterey Secondary College in response to its complex community needs.What elements are essential for creating nurturing and effective educational spaces.How trauma-informed care integrates into standard classroom settings.Discussing the alignment of trauma-informed and high-impact teaching strategies and how these approaches complement each other to improve learning.The importance of recognising and addressing trauma in students.Exploring the connection with trauma-informed practices and its focus on repairing relationships.The importance of teacher support and professional development of staff to sustain these environments.The active role of students in understanding and shaping their own learning experiences.Techniques for long-term maintenance of supportive educational settings.This conversation is rich with actionable insights and is a must-listen for educators looking to embrace a more holistic and inclusive approach to teaching. Join us now on Let’s Talk Teaching. Resources: Berry Street ModelThe Little Book of Restorative Justice in Education - Katherine Evans and Dorothy VaanderingBecoming a trauma informed restorative educator - Joe Brummer and Margaret ThorsborneRestorative Schools AustraliaImplementing Trauma Informed PedagogiesThe Transformative Power of Trauma Informed Positive EducationSpecial Guests: Dr Kristin Reimer Senior Lecturer in Restorative Justice and Relational Pedagogies - Monash University Associate Head of School, School of Education, Culture and Society - Monash University Peter Langham Principal - Monterey Secondary College, Frankston North If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit: Monash Education's learn more page. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

Join us as we explore the art of differentiation in education, revealing how personalised teaching strategies can effectively meet individual student needs and foster inclusivity, transforming classroom dynamics and empowering every student to reach their full potential. Our guests in this episode - Dr Penny Round and Madaline Curtain dive into the essential teaching strategy of differentiation. They explore how adapting lessons to cater to the unique needs of every student creates a nurturing educational environment. Together, we explore: The role differentiation and why personalised instruction and inclusivity is so important in the classroom.Understanding individual student profiles including their learning styles and unique needs forms the foundation for effective teaching strategies.Strategies for adapting teaching methods including modifying task complexity, scaffolding and classroom pacing to support diverse learning needs.The importance of documenting educational adaptations and collaboratively setting goals with students to track progress.The role of ongoing assessment and feedback in improving educational outcomes.How building strong, supportive relationships with students and recognising their successes is critical in creating positive and inclusive classroom environments.How collaboration and resource sharing with colleagues can enhance the implementation of differentiated strategies and enrich teaching practices.Practical examples of how you can seamlessly integrate differentiation into daily lesson planning, ensuring that teacher adjustments are both manageable and effective.With actionable tips and valuable resources, this episode aims to empower educators to adapt their teaching methods to meet the needs of all students, ensuring every individual’s potential is maximised through innovative and personalised educational strategies. Join us today and Let’s Talk Teaching. Resources: Simply KinderTwinklAustralian Journal of Teacher Education ‘Differentiated Instruction at Work. Reinforcing the art of classroom observation through the the creation of a checklist for beginning and pre-service teachers’‘Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences’Other suggested resources: Top teacherMrs learning beeElizabeth Richards and mta for support resources (furniture, sensory etc)Diverse Learners Hub (Department of Education)High Ability Toolkit - Identifying High PotentialUniversal Design for Learning (Cast)PBIS WorldSpecial Guests: Dr Penny Round Lecturer in Inclusive and Special Education - Monash University Madaline Curtin Learning Specialist and Foundation Teacher - Cranbourne Carlisle Primary School, Cranbourne   If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit: Monash Education's learn more page. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.