HOW WE SEE LIBRARY CHAPTER COLLECTION
The HOW WE SEE Library is written by school professionals who have read the book and applied its concepts to their own context.
[Read more on the At School page]
OVERLOAD & TRYING TO COPE BUT…
Teaching is an incredibly rewarding job, but some days feel like you’re constantly juggling emotions — the students’ and your… Read More..
HOW WE SEE
The overload factors diagram has helped me to understand that there is so much more to a child's potential for… Read More..
STAY OUT OF THE JUNGLE
I now realise how often I’ve unintentionally joined students in the Jungle. When I feel personally challenged, or when my… Read More..
WHAT’S HARD? SCAFFOLD THAT!
Many students struggle with negative self-talk and built-up failure is perhaps one of the hardest walls to shift. When I… Read More..
A SQUIGGLE & A LINE
The gauge image has helped me to better understand students with extra sensory needs, movement needs (e.g. ADHD). That squiggle… Read More..
RULE-CONSEQUENCE-FRESH START
The sequence and process of: Rule, Consequence, Fresh Start, resonates with me. It’s a concept I practice subconsciously in the… Read More..
CONCEPTS
WHAT CAN CHANGE?
I need to be more mindful about what genuinely helps me reset. I used to spend my break preparing for… Read More..
WHAT’S HARD? SCAFFOLD THAT!
“Connect and collect success” – this is my favourite strategy! I have found over so many years of teaching that… Read More..
CONCEPTS
A SQUIGGLE & A LINE
emotions are neither good or bad and even the older kids are still confused by their emotions. Our senior students… Read More..
RULE-CONSEQUENCE-FRESH START
I have been loosely applying the rules and consequences for many years, but not so much the fresh start concept.… Read More..
RULE-CONSEQUENCE-FRESH START
I started the semester with two new year 9 classes, and applied my version of the rule, consequence, fresh start.… Read More..
STAY OUT OF THE JUNGLE
The metaphor of the Jungle resonated immediately. I've seen it countless times - when a student suddenly snaps, argues endlessly,… Read More..
WHAT’S HARD? SCAFFOLD THAT!
I had a very outspoken student and realised that unfamiliar adults coming into the classroom caused him anxiety. Sometimes he… Read More..
STAY OUT OF THE JUNGLE
Being logically minded, I fall into the trap of providing systematic and detailed explanations - a chronic over explainer. To… Read More..
WHAT CAN CHANGE?
Our jobs add to us being 'emotional creatures'. I learnt very early that it is important to find people who… Read More..
OVERLOAD & TRYING TO COPE BUT…
It is alarming, the number of students in our school who are turning up on a daily basis, already loaded… Read More..
A SQUIGGLE & A LINE
On reflection, I think sometimes that I expect children to know the line when they come to my class. I… Read More..
CONCEPTS
WHAT’S HARD? SCAFFOLD THAT!
This graphic really challenged me to think about all the things that can be hard for a child. When I… Read More..
HOW WE SEE
Truly knowing your students beyond academics is one of the most powerful tools a teacher can have. Students are sometimes… Read More..
WHAT’S HARD? SCAFFOLD THAT!
For students with autism in schools, having a range of opportunities and activities that match their interests is often a… Read More..
WHAT’S HARD? SCAFFOLD THAT!
Many students struggle with negative self-talk and built-up failure is perhaps one of the hardest walls to shift. When I… Read More..
A SQUIGGLE & A LINE
The gauge image has helped me to better understand students with extra sensory needs, movement needs (e.g. ADHD). That squiggle… Read More..
WHAT CAN CHANGE?
I need to be more mindful about what genuinely helps me reset. I used to spend my break preparing for… Read More..
WHAT’S HARD? SCAFFOLD THAT!
“Connect and collect success” – this is my favourite strategy! I have found over so many years of teaching that… Read More..
CONCEPTS
A SQUIGGLE & A LINE
emotions are neither good or bad and even the older kids are still confused by their emotions. Our senior students… Read More..
RULE-CONSEQUENCE-FRESH START
I have been loosely applying the rules and consequences for many years, but not so much the fresh start concept.… Read More..
OVERLOAD & TRYING TO COPE BUT…
It is alarming, the number of students in our school who are turning up on a daily basis, already loaded… Read More..
A SQUIGGLE & A LINE
On reflection, I think sometimes that I expect children to know the line when they come to my class. I… Read More..
CONCEPTS
OVERLOAD & TRYING TO COPE BUT…
Teaching is an incredibly rewarding job, but some days feel like you’re constantly juggling emotions — the students’ and your… Read More..
STAY OUT OF THE JUNGLE
I now realise how often I’ve unintentionally joined students in the Jungle. When I feel personally challenged, or when my… Read More..
STAY OUT OF THE JUNGLE
The metaphor of the Jungle resonated immediately. I've seen it countless times - when a student suddenly snaps, argues endlessly,… Read More..
STAY OUT OF THE JUNGLE
Being logically minded, I fall into the trap of providing systematic and detailed explanations - a chronic over explainer. To… Read More..
HOW WE SEE
Truly knowing your students beyond academics is one of the most powerful tools a teacher can have. Students are sometimes… Read More..
OVERLOAD & TRYING TO COPE BUT…
Teaching is an incredibly rewarding job, but some days feel like you’re constantly juggling emotions — the students’ and your… Read More..
STAY OUT OF THE JUNGLE
I now realise how often I’ve unintentionally joined students in the Jungle. When I feel personally challenged, or when my… Read More..
WHAT’S HARD? SCAFFOLD THAT!
Many students struggle with negative self-talk and built-up failure is perhaps one of the hardest walls to shift. When I… Read More..
WHAT CAN CHANGE?
I need to be more mindful about what genuinely helps me reset. I used to spend my break preparing for… Read More..
WHAT’S HARD? SCAFFOLD THAT!
“Connect and collect success” – this is my favourite strategy! I have found over so many years of teaching that… Read More..
CONCEPTS
RULE-CONSEQUENCE-FRESH START
I started the semester with two new year 9 classes, and applied my version of the rule, consequence, fresh start.… Read More..
STAY OUT OF THE JUNGLE
The metaphor of the Jungle resonated immediately. I've seen it countless times - when a student suddenly snaps, argues endlessly,… Read More..
WHAT CAN CHANGE?
Our jobs add to us being 'emotional creatures'. I learnt very early that it is important to find people who… Read More..
HOW WE SEE
The overload factors diagram has helped me to understand that there is so much more to a child's potential for… Read More..
WHAT’S HARD? SCAFFOLD THAT!
Many students struggle with negative self-talk and built-up failure is perhaps one of the hardest walls to shift. When I… Read More..
A SQUIGGLE & A LINE
The gauge image has helped me to better understand students with extra sensory needs, movement needs (e.g. ADHD). That squiggle… Read More..
WHAT’S HARD? SCAFFOLD THAT!
“Connect and collect success” – this is my favourite strategy! I have found over so many years of teaching that… Read More..
CONCEPTS
RULE-CONSEQUENCE-FRESH START
I have been loosely applying the rules and consequences for many years, but not so much the fresh start concept.… Read More..
WHAT’S HARD? SCAFFOLD THAT!
I had a very outspoken student and realised that unfamiliar adults coming into the classroom caused him anxiety. Sometimes he… Read More..
WHAT’S HARD? SCAFFOLD THAT!
This graphic really challenged me to think about all the things that can be hard for a child. When I… Read More..
WHAT’S HARD? SCAFFOLD THAT!
For students with autism in schools, having a range of opportunities and activities that match their interests is often a… Read More..
HOW WE SEE
The overload factors diagram has helped me to understand that there is so much more to a child's potential for… Read More..
RULE-CONSEQUENCE-FRESH START
The sequence and process of: Rule, Consequence, Fresh Start, resonates with me. It’s a concept I practice subconsciously in the… Read More..
CONCEPTS
WHAT CAN CHANGE?
I need to be more mindful about what genuinely helps me reset. I used to spend my break preparing for… Read More..
A SQUIGGLE & A LINE
emotions are neither good or bad and even the older kids are still confused by their emotions. Our senior students… Read More..
STAY OUT OF THE JUNGLE
The metaphor of the Jungle resonated immediately. I've seen it countless times - when a student suddenly snaps, argues endlessly,… Read More..
WHAT’S HARD? SCAFFOLD THAT!
I had a very outspoken student and realised that unfamiliar adults coming into the classroom caused him anxiety. Sometimes he… Read More..
WHAT CAN CHANGE?
Our jobs add to us being 'emotional creatures'. I learnt very early that it is important to find people who… Read More..
OVERLOAD & TRYING TO COPE BUT…
It is alarming, the number of students in our school who are turning up on a daily basis, already loaded… Read More..
WHAT’S HARD? SCAFFOLD THAT!
This graphic really challenged me to think about all the things that can be hard for a child. When I… Read More..
HOW WE SEE
Truly knowing your students beyond academics is one of the most powerful tools a teacher can have. Students are sometimes… Read More..
OVERLOAD & TRYING TO COPE BUT…
Teaching is an incredibly rewarding job, but some days feel like you’re constantly juggling emotions — the students’ and your… Read More..
OVERLOAD & TRYING TO COPE BUT…
It is alarming, the number of students in our school who are turning up on a daily basis, already loaded… Read More..
RULE-CONSEQUENCE-FRESH START
The sequence and process of: Rule, Consequence, Fresh Start, resonates with me. It’s a concept I practice subconsciously in the… Read More..
CONCEPTS
RULE-CONSEQUENCE-FRESH START
I have been loosely applying the rules and consequences for many years, but not so much the fresh start concept.… Read More..
RULE-CONSEQUENCE-FRESH START
I started the semester with two new year 9 classes, and applied my version of the rule, consequence, fresh start.… Read More..