whats teaching like in australia? are the learners disciplined?
366613
Are their any Australian teachers that can shed some light on this question for this poor soul.
837718
Ummm. Love to answer but its not really a question. I went to ECU in Perth. If you give me more details then I could perhaps give you some advice.
1046123
If you mean be strict right off the bat, I would say it works. Of course, there will almost always be one or 2 kids who will probably challenge you. Those are the ones that usually end up respecting the teacher/ adult the most. That's my experience anyway...And there are some kids who will never respect certain adults for their own reasons.
580852
Check with the Education Department, I think you will find that some courses will have to be undertaken before you can teach in Australian schools.
256966
I found teaching at the university level a whole different experience from teaching at the elementary or middle school or high school level.  The work load is quite different - extracurricular is not expected, for example.  You don't teach five hours a day and do recess duty and lunch duty and bus duty and after school activities.  There aren't behavior issues as a rule.  Students are responsible for themselves and if they don't complete work you don't chase them for it.  Teaching adults, or almost adults, is less stressful in many ways than teaching in the secondary school system.  The content is more demanding, but also more structured in many ways.  You have an office of your own, and sometimes even a teaching assistant or a graduate student assigned to you.  On the other hand, I didn't find it as rewarding as teaching younger kids.  So there is a balance there.\n\nI hope these thoughts help.
987326
I have taught preschool to high school.... I find you need more patience for the younger ones, cause they just don't get it. Older kids get it, but they don't care. Not much you can get angry at; it's their own stupidity.\n\nWhen I was teaching grade 6, I had a student who swore at the principal and at me over and over. It was abusive and degrading to take that crap. But we do it b/c we care.\n\nI had another grade 3 class where I had three students referred to special programs for serious behaviour students, and that too was frustrating and humbling.\n\nAll these tough classes came early in my career and in tough schools. Not much yuo can do, except learn and make you tougher. I've got better class management skills, better lessons and know to to stand up for myself with the principal. Those previous situations, the principal did not do his job and we sat there taking the abuse.\n\nI've often gone home hating work and dreading coming back to teach. It's much harder being a teacher than a student. Many beginning teacherd rop out in the their first five years. I am enjoy my students and teaching and it has been ten years already. It's not for everyone and each year, I get my speical students who require a little more.\n\nGive the teacher a break. If there's something s/he is doing, perhaps, write him/her a note and make a suggestion.
385750
I did one in Year 6 in Australia.  The test was done by a psychologist, and there wasn't anything I could study for.  I remember there being some card with pictures on them that I had to put in order and tell a coherent story about.  There was some word association, and some inkblots.  Mostly, though, we talked, and he tried to get answers out of me.  Lots of looking at pictures, and him saying 'what do you see there?  what do you tihnk they're doing?'
1136052
Well, I'm not familiar with the educational system in Australia, but I  know here in the states, not all private schools are religious in nature. Perhaps you should look for one that is secular in nature.
955434
As I don't know that subject you teach or how far you've got on your course with them, I can only tell you what I do with my students, using my 1st lesson with them as an example.\n\n1. I started with an initial assessment-in my case, a health questionnaire, learning styles questionaire (VAK) and an individual learning plan (this plan contains the course outcomes/aims, room for teacher and student feedback and career/course progression advice and a questionnaire-what they know about Psychology, what they want to get out of the course etc). By the way, this is an individual, student centred activity.\n\n2. We then had a class discussion about the results of the questionnaire and I talked them through the structure and content of the course. These are whole class, teacher centred activities. At the end of the lesson, I also speak privately to students who have identified particular issues. E.g. One of my students is visually impaired, so I photocopy my worksheets etc onto yellow paper for her, so that she can read them more easily.\n\n3. We then had an icebreaker task-my favourite one is a variation on the child's game, I went to the shop and bought some....? I.e. Each student has to give his/her name and something that they want to do (it doesn't have to be real), the person next to them then has to say who the person is, what they want to do and then give their name & what they want to do, this carries on until I have to remember everyone's names and ambitions (the students are allowed to write the info down). This is a whole class teacher centred activity.\n\n4. To introduce a new topic (e.g. definition of Psychology), I ask  students to get into pairs and spend a couple of minutes coming up with ideas which they will feed back to the whole class. This is a student centred learning Activity (pair discussion). While this is happening, I draw a spidergram on the whiteboard.\n\n5. I ask each pair to give me their ideas which I then write on the board and the rest of the class writes all this down. This is a teacher centred whole class activity (class discussion).\n\n6. I then spend 15/20 minutes explaing what the students need to know about the topic (e.g. areas and applications of Psychology). This is a teacher-cented activity (teacher talk).\n\n7. I then give students a worksheet (e.g. gap fill) and ask them to complete it in groups. While the students complete this activity, I go round the class and offer individual student support, if necessary or offer an extension task (e.g. strengths and weaknesses of different areas of Psychology). This is a student centred learning activity (group discussion).\n\n8. We discuss the answers to the activities as a class. After that, the lesson is finished. This is a teacher centred, whole class activity.\n\nThis is only a rough outline of how I structure my lesson plans (in table format also including my aims, objectives, students' current knowledge, resources I will need and how I will meet each student's needs as previously described, as well as I how I will assess the students, e.g. through written homework), but I hope that it answers your question. By the way, you can also make sure that you've catered for evryone by putting everything the students need to know on a handout. Also, wherever possible get the more able students to explain things to the rest of the class and if possible get them to work with less able/less confident students. I've found that these approaches can work wonders. Finally, always structure your handouts etc at all levels. i.e. start simply (e.g. what does...mean?) and finish with an extension task, even if you don't discuss it as a group. This allows the keener or more able students to take things a bit further without putting pressure on the other students to keep up with them.\n\nFor further ideas, you could also read the following textbook:\n\nTeaching Today-Geoff Petty\n\nGood luck!
297618
Student must have a good comfort level with teacher. Also a student must respect teacher and try to communicate his doubts and problems with an ease with his teacher.\n\nTeacher must be friendly, genuine, not partial,understand student's point of view and strict when it comes to discipline and most important must know properly what he/she is teaching the students.
848738
Hey\ni'm not 100% postive but recently i read that australia is 2nd best when it comes to quality of living, just under sweden.\nI'm from oz and i have to say its awesome!\n-warm climate\n-lots of job opportunites esp labourers\n-low density of population ie not cramped together\n-very high ratio of women:men equality its like 0.92 or something (1 being completly equal)\n-nice, relaxed lifestyle\n-very muliticultural and accepting of others\n-great sense of mateship and friendliness\n\nSo yeh Australia rocks. :)\nhope that helps!
968187
yes, depending on the university and the course chosen \nmany australian universities have distance education subjects for some degrees. they also have block-mode delivery of some subjects.\nsome subjects taken in external delivery mode (i.e. off campus) may have an internal component (for lab or field work, or professional placement)\ncheck out the web sites of some of the universities and if you have queries about their courses, email them for more info
317770
Well i love my alg 2 teacher cuz he makes the class fun and really cares about us. My english teacher is compelelty crazy. I think she really is from another planet, she is so fun to mess w/. My Human Anatomy and Physiology teacher is soooooooooo boring, but he's still cool. Last my World Cultures teacher is a real b***h. She loves to give us 2 projects at once, as if we don't have any other classes, and she doesn't give us notes or anything!
100701
We have them in my school. The kids are amazingly responsible...but it's an overseas international school (with kids from over 40 different countries). The rules are totally different over here.
653802
Back in 1990, the Australian Ambassdor to the US visited our college.  It was an interesting Q&A session and we got to see some things that really impressed me with Australia and its people. I found the labor laws to be rather interesting...especially in regard to overtime and so forth, not to mention just how powerful the labor unions are down there. One in particular stuck me...Bechtel was building a hydrogen peroxide plant down there and the unions were so tough, they hardly worked any overtime (since it's taxed at such a high rate)...in fact, the bulk of the crews were out the gate by 4pm each day.   If I ever could scrape up the money, I'd make a visit in a heartbeat.
92844
I teach in New York which is a test-happy state.  I am sorry to say that what works best is doing lots and lots of practice tests.  It's a big waste of time but it does improve scores.
713625
Your question doesnt really make sense.\nDo you mean Australian aboriginal children?\nThey get taught the same as everyone else in their class, maybe you should be asking "What's in the syllabus about European History?"