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Leading positive classrooms to foster self-regulated learning 2024106FA

Sep 18, 2024 - Dec 31, 2024

$770 Enrol

Full course description

Looking to register more than one person? Contact us at isLearn to arrange a group discount for your school.

Register before 31 July 2024 to receive an early bird discount. Non-member promotional code: NM2024106FA

Date and time 

Wednesday 18 September 2024, 9.30 am to 3.30 pm 

Delivery mode 

In person at ISV, 40 Rosslyn St, West Melbourne 


Teacher, School Leader


This session, which is an amalgamation of knowledge drawn from Christopher's and Shyam's books, Leading Positive Classrooms and Educate to Self-Regulate, will focus on leading positive classrooms to foster self-regulated learning. Attendees will discuss the importance of shifting the focus from managing student behaviour to leading student behaviour, ultimately creating a positive and transformative learning environment where relationships are at the fore. Attendees will also learn practical strategies to lay the foundations of self-regulated learning in their classrooms. Overall, through dialogue will colleagues and detailed practical insights and strategies, this session invites attendees to think deeply about the connection between positive classroom cultures and self-regulated learning. 

‘Christopher provides a comprehensive, well-grounded research basis for how we lead for behaviour and learning in the classroom. Throughout the book, he pursues the practical realities of behaviour leadership from a sound psychological and humanitarian basis. A particular strength of this book is that it grounds the crucial theoretical with the essential practical. I commend this book for both beginning teachers and those well into their teaching journey. Those who teach undergraduate teachers will also find this book a most valuable resource in equipping future teachers who take on the crucial professional role of teacher-leaders in schools.’ 

– Dr Bill Rogers, Behaviour Specialist and Education Consultant 

'The academic underpinnings of this book give it such 'gravitas' and depth - without detracting from the practicality and accessibility. It's refreshing to read a manuscript of such high quality. Educators reading this will be both better informed and have strategies and approaches they can apply immediately' 

- Kat Murdoch, Author and International Education Consultant  

Key takeaways 

  • understand the importance of shifting focus to leading behaviour rather than managing behaviour
  • develop an understanding of preventative practice strategies to limit students' off-task behaviours
  • identify barriers to students’ self-regulated learning and apply effective teaching approaches
  • learn how to lay the foundations for self-regulated learning in classrooms. 


Presenter information 

Christopher Hudson 

Christopher Hudson is an experienced educator, school leader and researcher who is passionate about transforming education through evidenced-based practices and professional learning. His journey into education has not been linear; he worked across multiple sectors and in different roles prior to entering education. 
From 2005 to 2007 he completed a carpentry apprenticeship and worked as a site manager for a large commercial construction company in Melbourne. In 2009, he commenced work as a Constable for Victoria Police, which is where he developed a passion for working with disadvantaged and marginalised young people. He studied a Physical Education degree at Victoria University from 2011 to 2013 and then completed a Master of Teaching (Secondary) at Federation University in 2015. In 2021, he completed a Master of Education (Leadership and Management) at the University of Melbourne. Christopher's doctoral research, also conducted at the University of Melbourne, was focused on investigating successful school leadership in rural Victoria, Australia. 
As a school leader, Christopher specialised in creating and facilitating community-based personal development programs for young people who were at risk of disengaging from school. His ability to form strong school community relationships resulted in many young people broadening their skill sets, developing positive relationships in the community, (re)engaging with mainstream education and building positive conflict resolution skills. 
In 2023, Christopher received the ACEL New Voice in Educational Leadership Research Scholarship, which recognises emerging leaders in the field. He has published academic papers and book chapters in several areas of education: the intersection of sport pedagogy and social justice, professional learning communities, teachers’ use of data to inform practice, and rural school leadership. 
Christopher is currently working as a lecturer at Federation University, teaching units across the Master of Teaching and Bachelor of Secondary Education (Health and Physical Education) degrees. Through his lecturing and consultancy work, he aims to empower both teachers and students to maximise their potential for high-quality teaching and learning in schools. 

Shyam Barr 

Dr Shyam Barr is an education consultant, coach and speaker, helping educators foster students’ metacognition and self-regulated learning (SRL). He is currently a Professional Associate of the University of Canberra, the co-host of the podcast Educate to Self-Regulate and a 2022 TEDx Canberra speaker. Shyam has worked in education for over 17 years and has fulfilled roles as a teacher, educational leader, and researcher – most recently in the position of Assistant Professor of Learning Sciences at the University of Canberra. His research and school partnerships consider educators’ thinking and practice related to self-regulated learning, and has received multiple awards and grants for his teaching, research and service to the teaching profession.  


Link(s) to relevant VRQA Standards

  • Curriculum and Student Learning – Monitoring and reporting on students’ performance
  • Care, Safety and Welfare of Students – Safe environment
  • Care, Safety and Welfare of Students – Student behaviour management (discipline)