Not all relief teachers leave a good impression - and schools notice. In this episode, we explore the habits and behaviours that make principals and staff quietly decide never to call some teachers back. From disengagement in the classroom to ignoring school culture, we’ll unpack the “don’ts” every relief teacher should avoid if they want to be respected, remembered, and rebooked.Why reliability matters more than “winging it”The danger of being overly casual (and when it crosses a line)How schools react when relief teachers avoid responsibilityIgnoring routines and policies: a fast way to lose trustWhat happens when you check your phone instead of engaging with studentsWhy respect for support staff and colleagues is non-negotiableThe lasting impression: how small actions shape your reputationIf you’re a relief teacher - or working with them - this episode is a practical guide on how to build trust, earn repeat bookings, and avoid being that teacher schools quietly sideline.Professional Development OpportunityProfessional learning may include:•seminars, conferences, workshops and online learning•collegiate meetings and professional conversations focused on improving practice and outcomes for learners•participation in education-related boards, committees or panels.This episode focuses on:Australian Professional Standards for Teachers3.3 Use teaching strategies3.4 Select and use resources3.5 Use effective classroom communication4.1 Support student participation4.2 Manage classroom activities4.3 Manage challenging behaviour4.4 Maintain student safety4.5 Use ICT safely, responsibly and ethically 7.1 Meet professional ethics and responsibilities7.4 Engage with professional teaching networks and broader communitiesLooking for work? Submit your CV Looking for quality teachers?If you would like to use Tradewind’s teachers in your school, please call 1800 192 195 or send your details to us and we will be in contact shortly. Hosted on Acast. See acast.com/privacy for more information.

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“What did the council decide on item 42?” — answered with the speaker and the moment.

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