Rachelle Hedger first learned about Quality Learning as a graduate teacher in 2001. Since then she has continued to apply and refine the philosophy and methods to improve learning in her classroom each year.
In this case study, Rachelle shares how she has worked with her colleagues and students to ensure:
- learning is at the centre of everything they do
- students understand their impact on classroom systems
- class processes are agreed, documented and followed
- everyone enjoys highly effective relationships.
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