『Let’s Talk Teaching』のカバーアート

Let’s Talk Teaching

Let’s Talk Teaching

著者： Monash University Faculty of Education
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Conversations with teachers, for teachers. Join Associate Professor Rebecca Cooper, former teacher turned education academic, as she invites teachers and Monash University Alumni with different educational backgrounds, experiences and learnings to share their insights on a number of topics that teachers in Australian classrooms are facing today.2023 Monash University 個人的成功 自己啓発
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  • What We Haven’t Learned Yet: Indigenous Perspectives and Meaningful Change

    What We Haven’t Learned Yet: Indigenous Perspectives and Meaningful Change
    2026/07/05

    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 edu-alumni@monash.edu.

    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.
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    42 分
  • Beyond Behaviour: Understanding Trauma-Informed Practice in Schools

    Beyond Behaviour: Understanding Trauma-Informed Practice in Schools
    2026/06/07

    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 edu-alumni@monash.edu.

    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.
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    36 分
  • Behaviour as Learning: A Fresh Perspective for Educators

    Behaviour as Learning: A Fresh Perspective for Educators
    2025/08/04
    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 BehaviourResources: 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 FoxLecturer, School of Educational Psychology & CounsellingFaculty of Education, Monash UniversityConnect with Russ on LinkedInKarina Stocker Multi-Tiered Systems of Support Leader,Docklands Primary School, Melbourne Educational Consultant, Teacher and PhD CandidateConnect with Karina on LinkedIn and XIf 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.
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    36 分
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