In this chapter, we begin by examining the term ‘family’ and how it is defined in different contexts. As we examine these different definitions you will come to understand the complexity of ‘family’ and the diverse ways in which families can be defined. We then explore some of the structural and functional definitions of the family before moving towards examining some of the underlying assumptions made about families within wider society, including how these assumptions might position families in educational contexts. Through this exploration, some of your own underlying assumptions may be challenged as you come to understand the importance of educators and families working together to achieve the best educational outcomes for children. The chapter continues by discussing the idea of a subjective definition of families and what this might mean for you as an educator. We then move toward the term ’partnership’ and explore some of the barriers and opportunities to partnership work and how they can be harnessed and/or overcome. The chapter concludes by introducing the notion of innovative partnership work, your role in it as an educator, and the importance of this work in the educational context.

In this chapter, we begin by examining the role of reflective practice in partnership work and in doing so highlight the importance of knowing yourself and who you are as person. In Chapter 7, we critically examine reflective practice and how it unfolds in partnership work. In this chapter, we introduce the notion of reflective practice and how it prepares educators to begin thinking about how to come together with families. As you commence this journey of self-reflection, you will come to understand the complexity of partnership work and the skills you might need to develop to effectively engage with difference. We then explore some of the key ideas underpinning the planning of partnership work, including the importance of communication and open and positive mindsets, as well as the idea of active engagement and development of intercultural knowledge and capabilities. Through this examination, you will come to understand the first premise of the TWINE Model of Partnership so that you can identify as well as learn how to draw on this premise of the model when planning for partnership work.

In this chapter, we extend the learnings from Chapter 4 to expand your knowledge and skills on reflective practice for building effective and dynamic relationships for partnerships. You will understand how further elements of the TWINE Model of Partnership inform your reflective practice in partnership work. You will also come to learn about tools of reflective practice and how these tools can be useful in helping you to build meaningful relationships that contribute to partnerships with families and communities. This chapter will invite you to challenge yourself by asking key questions that will help you to become a reflective practitioner who builds dynamic relationships with children, families and communities.

In this chapter, we begin by examining the importance of trust in partnership work. We will then discuss the final premise of the TWINE Model of Partnership - to adapt. Through this premise, we will explore concepts such as participatory action, mapping out timelines, funding and resourcing a partnership. We will also examine some of the common challenges that might be faced in partnership work and discuss the ways these challenges might be overcome in practice.

The chapter addresses the question of what every teacher should do to cope with undesirable silence in the classroom as it impedes a vibrant climate of open discussion and mutual learning. A case study of unhappy silent learners in context is then presented to demonstrate how one might suffer from poor silence and what can be done to improve such situations. The discussion addresses the question: What should teachers do when many students in the class are silent? What is the best solution to the lack of participation? It does so by highlighting that one best answer to all problems related to silence is non-existent. Instead, before the teacher copes with problematic silence in the classroom, it is important to consider the diverse ways in which students exercise silence. Through empirical data, the author demonstrates that silence is the consequence of their struggle in three distinct ways. They struggle with themselves, with the present and with the past. Each of these dimensions is unpacked in the chapter together with concrete suggestions on how to cope with them.

The chapter argues that both speech and silence host the formulation of ideas. However, these two modes do not perform this task independently but do so on an inter-related and turn-taking basis. Such movement is important not only in communication but also in teaching as the two gears that support student learning. Some teachers, however, routinely spend too long in one gear and not long enough in the other as they fill class time with excessive verbalisation. The discussion identifies key elements that shape pedagogy for silence. It unpacks the association between silence and speech, recommends a set of principles and strategies for productive silence and offers a procedure for task design to support the reflective learner. The author emphasises that it would be misleading to credit all kinds of classroom interaction solely to the presence of speech. A competent teacher must know that student learning comes from both the process of thinking and the delivery of thoughts. Therefore teachers should pay attention to the aim and timing of their pedagogical decisions to speak and to stay quiet. The teacher s decision to shift between silence and speech is a fundamental skill in pedagogy, which does not happen naturally but needs practice to be effective.

Introduction

This chapter has four sections. The first section is a list of 20 great TTRPGs that you can try in your public or school library. I’ve also included some one-page RPGs with descriptions and links to them. The second section contains a list of online resources that you might find useful when starting a TTRPG. The third section is a recommended reading list of other guides that may be helpful in creating engaging and immersive worlds in your TTRPG. The fourth section is a list of fiction books that can be promoted to children aged 9+ who are fans of TTRPGs.

TTRPG list

The price of TTRPGs varies according to the size and scope of the game. Larger TTRPGs often require multiple books and add-ons to be purchased whereas smaller TTRPGs sometimes only require one book or one item to download. In many cases, the rules for these games constitute one to four pages. Many of these are also aimed at younger players who might find larger-scope TTRPGs overwhelming.

Amazing Tales

Great for ages four and up, this is an amazing introduction to TTRPGs. All of the rules are on one page. Players can create a character and are provided a limited number of skills. Each skill is represented by a different dice. To determine success or failure, you roll the dice that is relevant to the skill needed. You only need to roll a three or higher to succeed. Thinking of the age range, this is perfect: it keeps the action moving swiftly and you are not bogged down. The book that comes with the game is essentially a guide on how to keep things interesting for kids: a collection of tips for new GMs on how to run a TTRPG, which is extremely useful. The settings are immersive, full of talking animals and fairy lands, to name just a few. It's a brilliant TTRPG, and the book itself is worth any price!

Andor

A family-friendly adventure game to help a wolf find her three cubs. There is a ticking-time element, as a dragon is descending upon your city. You can play between four different heroes. You play with six-sided dice, but they have images on them rather than the usual dots. You are given side quests or tasks before you can find the wolf cubs for the wolf.