eaching  earning  ycle

TLC is framed around the needs of teaching in an Australian remote indigenous classroom.  It assumes you are using Lit (Literacy immersion toolkit) to immerse students in literacy and ACB (Applied Classroom Behaviour) to manage behaviors.

Content should be negotiated with local clans but be based on ILC & the Australian Curriculum.


Every child is welcome, calm, confident and improving.



Classroom Management:

Teaching and Learning Cycle

  1. Building the field of knowledge
  2. Modelling
  3. Joint construction
  4. Guided practice
  5. Independent construction

The teaching/learning cycle builds on the notion of ‘scaffolding’, a process that adults use when assisting children to learn something new. An essential component of scaffolding is that of shared experience and shared attention where:

Building the field of knowledge

When building knowledge of the field, teachers and children develop a shared knowledge of the topic or theme. As many resources as possible, including community people, are called on so that children are introduced to and given opportunities to hear and use the ways that the particular topic is talked about in their world. This includes learning the vocabulary, language patterns and structures embedded in the topic through which its concepts are explored. It is important that children have the opportunity to broaden their experience of the world through engaging actively with the resources presented. Some ways of building up children’s knowledge of the field are:


This step involves a number of things teachers do, to show children how to do activities. It also shows them how the language associated with those activities works. Modelling activities include:

Joint construction

The joint construction step is important because the teacher helps the children to do what they cannot do for themselves at this stage.

Guided practice

This stage of the teaching/learning cycle is the point at which:

Independent construction

Concrete Abstract Evidence Exhibit.

English is a foreign language to our students so our lessons must move from concrete & tangible or well-known examples before students can internalize the concepts and use abstract symbols to embed their knowledge.

As students are easily distracted and often absent it’s important to have workbooks or journals of achievement to record their efforts and allow asynchronous progression.

To encourage our students with feedback and evidence of their progress we need to exhibit their results on the walls of the room, with achievement charts and work samples.

Model lesson

Is yours a Trauma Informed? or a calmer classroom?
Many if not all of your students are suffering from direct or vicarious and intergenerational trauma.

Common triggers for trauma-exposed children and adolescents include:

Principles of trauma-informed care

Belonging, engagement and attachment

Behavior-specific praise (using the child’s name, naming the correct behavior and prompting the child to behave in that way in the future), as well as the principles of unconditional positive regard, consistency and empathy between learners and educators are used to improve a child’s sense of safety and security in the school setting, and to limit triggers associated with the fight-or-flight stress response.

Emotion identification, regulation and expression

The approach of emotional awareness and regulation targets the capacity of children to identify and regulate their own emotions, and also their capacity to identify and notice the impact of their emotions and behavior on others.

Learners who have been exposed to trauma require more neutral and less punitive prompts to help them to identify their own emotions and the emotions of others, and to identify and use specific strategies that will help them to regulate their emotions in learning settings.

Predictable routines, rhythm and consistency

Creating routines, rhythm and consistency in the educational setting is achieved through:

Modelling, practice and behavior-specific praise around routines are also important.

Development of strengths, identity and choice

Children and young people who have been exposed to trauma are more likely to have impaired self-esteem and negative views about themselves and the safety of the world and those around them.

The principle of collaboration and choice provides these children and adolescents with the opportunity to have some control of their environment and to develop their identity and sense of achievement. Collaboration involves developing well-defined and achievable short-term and longer-term goals which the child or adolescent can approach one by one and step by step. These goals are typically incremental and consider the delayed cognitive, social and emotional development, and psychological concerns of children and adolescents who have been exposed to trauma.

Inquiry-based learning

Inquiry-based learning is an education approach that focuses on investigation and problem-solving. Inquiry-based learning is different from traditional approaches because it reverses the order of learning. Instead of presenting information, or ‘the answer’, up-front, teachers start with a range of scenarios, questions and problems for students to navigate.

Inquiry-based learning prioritises problems that require critical and creative thinking so students can develop their abilities to ask questions, design investigations, interpret evidence, form explanations and arguments, and communicate findings.

How does it help?

Students learn key STEM and life skills through inquiry-based learning. Inquiry-based learning also promotes:

How do you do it?

Common models used in schools:

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