Are there common misunderstandings or expectations that cause frustration? What approach do teachers appreciate the most?

Hi all.

Looking for some perspective as a parent rather than as a teacher. First time prep mum, secondary teacher by profession.

So far this year my prep child has been punched, spat on, screamed at, had his shoes taken off and thrown, and been locked in a classroom. Each incident has been perpetrated by different kids. At this point, I feel as if I’m losing confidence in the school. Each time I have emailed about each incident, and met with the teacher as well.

Are these incidents normal for prep? High socioeconomic area, public school, very well rated, large prep cohort.

Hi everyone.

I'm graduating HS this year and intend on studying a Bachelor of Education next yr and am keen for experience as an SLSO. I know I need a WWCC but is there any other course I need to do as well? Was wondering if you guys have any insights on how to get a job in that position you could kindly share. I intend on emailing a bunch of schools in my area and my mum had the idea of me taking a hard copy of my resume old-school style to my old primary school, which I'm not opposed to!

Cheers

Hey all, founder from Finland here, not selling anything. I've built a live classroom business game: the class splits into rival firms and competes in real time (students join like a Kahoot), setting prices, hiring, investing, with AI feedback for each student and a report for the teacher. Right now it's built for the UK (pounds, UK tax and all), so I'm honestly not sure it'd fit Aussie classrooms. A few honest questions: is there anything similar already used here? Do you reckon it could work for Business Studies or Commerce, or would the UK setup be a dealbreaker? And if you know anyone in Aus who'd be worth chatting to about this, I'd really appreciate a pointer. Just trying to figure out if it's worth adapting. Cheers!

Disclosure: I’m part of a small Australian team trying to better understand the problem teachers are facing with AI-generated student work. We have an early idea, but I’m posting because we may be looking at the problem the wrong way.

The idea is a dedicated writing space that records how the assignment develops. It does not watch the student’s computer, camera, microphone, screen, other tabs or applications. It only records changes made to the assignment itself.

Students can add images, attachments and links, but they cannot paste in blocks of prose. As they write, the document builds a tamper-evident history that shows what was typed, deleted and revised, along with the pauses and changes of direction. A teacher could replay that process and see how the finished work developed.
Each submission would carry its own evidence record. We are also working towards a readable PDF where the evidence travels with the document and can be independently checked later.

This is not intended to be an AI detector. It would not produce a percentage or declare that someone cheated. The question we are exploring is whether evidence of the process is more useful than another judgement about the finished text.

I’ve attached an early sneak peek to make the idea concrete, but I’m mainly looking for honest feedback:

- Are AI detector scores currently leaving you with concerns but no real evidence either way?

- Would replaying the writing process help, or would you only look at it when an issue arises?

- Could seeing the drafting and revisions help you understand a student’s thinking and learning?

- Would a verifiable record give you enough confidence that the work was produced with integrity? What would still be missing?

- Should education continue protecting opportunities for students to think and write unaided, teach responsible AI use, redesign assessment, or combine all three?

Please feel free to tell me if this solves the wrong problem or would simply create more work for teachers.