Your Must-Watch Video Comment ... 

Write your takeaways from the Brad Fuller video below
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Some past comments ... 

Ed Carrigan
I found this video helpful - I don't line the students up outside the classroom either despite it being a school procedure as noted on a poster in every classroom. I have come to teaching in my 50's after previously being an engineer and my prior experiences have pretty much formed my character so things like 'don't smile until Easter' just don't resonate with me. It has still been challenging to get the kids to engage with the work (Maths) but I feel that I have recently been making some real progress with my delivery which has been reflected in the kid's engagement. I have to say that this has probably been due to adopting some of the 'best practice' things suggested to me while still being me (not an angry person).
Richard​
I get that Ed. I used to laugh at the attitude some 'experienced' teachers would display - "I can't get my students to do X because other teachers don't get students to do X." Set your own expectations, I say and don't sweat the small stuff.

Isabella Fawcett
Plans definitely go out the window, more times than not. But I think the best thing to realise this is that that is ok. I know I definitely get frustrated and then that impacts the vibe of my lesson and my students pick up on that. I like the last message of finding you and work with what you have. Definitely have felt in trouble a lot but I like starting with what you have got and go with it.
Richard​
These are great reflections, Isabella.

Lina Ko
Aim to be an intellect not a technician. Give things a go and reflect and learn, then implement the adjustments.
Being a beginner teacher, I need to know what my strengths are and chip away at my TPACK every day.
Richard​
Excellent takeaways there Lina.

Rob Sibley
I was very lucky in that I found myself by the time I finished uni. It was not an easy road as I ended up completing two final pracs, However I felt that I learnt so much through trial by fire that when it came time to teach as a qualified teacher I taught my own way and have continued to ever since. This doesn't by any stretch mean that I have everything figured out, I have a long career ahead of me It just means I am comfortable and passionate to learn as well as teach.
Richard​
Oh wow: 'However I felt that I learnt so much through trial by fire that when it came time to teach as a qualified teacher I taught my own way and have continued to ever since' ... ain't that the truth!

Lachlan Davies
Love the quote "Who am I, what have I got? and who are they, what do they need?"
This was my main takeaway, yes there is content that 'NESA' says the students "need" but I am there to decide when and how much to show the students 'why' they need it. I think being an authentic leader in demonstrating the love of learning is a big step in the right direction to get students engaged.​
Richard​
yep, "Who am I, what have I got? and who are they, what do they need?" is a great mantra of questions!

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More past comments ... 

Manfred Yew
I found the question of "are you an intellectual or a technician?" interesting. There seems to be so many do's and don'ts in teaching, that it does come across as being a technician.
I'd love to be Robin Williams from Dead Poets Society, but my classes and students don't seem to pan out that way.
It is liberating to hear that there is no one way. As a new teacher, I feel the 'pressure' of having classes that are going OK, when I report classroom management/engagement issues I feel like I'm being judged as a bad/inexperienced teacher, which makes it difficult to then discuss. Which makes me think, when I'm no longer a new teacher, to just empathise with new teachers when they discuss their classroom challenges.
Richard​
Re 'I'd love to be Robin Williams from Dead Poets Society, but my classes and students don't seem to pan out that way' ... hold that as a vision. Sounds like you are not able to do this yet. Teaching is a long haul! Re 'when I'm no longer a new teacher, to just empathise with new teachers when they discuss their classroom challenges' ... YES. Absolutely. And you can 'go to town' here, Manfred. Let off steam, be honest. I'll only praise you. There is too much pretense in schools, and it is stifling for struggling teachers. The #1 question is 'how determined are you to become who you want to become as a teacher? (I suspect, 'a lot'!)
Manfred Yew
Well if I'm honest, I'm a bit like my students in that I like the Platonic ideal of being a great teacher, but I'm not sure that I'm super driven to get there (aka a bit lazy), though I do like succeeding in the things that I do (so it does bug me when I'm not). What gets me is that I care more about my students than they seem to care about themselves, I find that hard to empathise with, when students just don't seem to care about their own education and future. And so I care less in this instance. Part of me says that if they don't want to learn then that's on them, but the rational part of me says that they are immature and don't know what's good for them and I'm the adult with a duty of care for their present and future wellbeing. Plus it is becoming more and more apparent that their not caring is most likely my failings in the 12 commandments.
Richard
You are reflecting Manfred, and that is the most important thing. Don't forget, your students were turned off before they came to you. So you have the chance to make a difference. It's a long, slow slog, but the most enjoyable slog you'll every experience!
And remember ... it is THESE kids that will come up t you in 20 years time and say 'Remember me Mr Yew?' ... not your favourite students, because your faves have many adults in their life who support them!! (This has been a shock for me to realise over the years)