Welcome to Relis Educators Hub | Blog

  Have you ever been in a classroom where the assistant teacher seems to be angrier than everyone else? The class teacher is calm, the learners are trying to get through the lesson, but somehow the assistant teacher appears to be carrying the temperature of the entire room. You begin to wonder: What is really going on? Sometimes, the behaviour we see is only the surface. Something may be happening underneath that we haven't considered. What Does “Assistant Teacher” Mean to You? For some people, the title assistant teacher quietly carries a message: You are not quite ready to be the main teacher;  you are still learning, still being assessed or waiting for someone to decide that you are good enough to take charge of a class. But is that necessarily what the role means? Assistant teachers may have different qualifications, experiences and responsibilities, and schools use the role in different ways. Research has also identified role ambiguity and uncertainty around teaching ass...

A growing business is something to be proud of. Even if you are a teacher, freelancer, coach, or consultant, seeing your client base expand can be encouraging. But as your business grows, it is worth asking yourself a question: Has the way I communicate with the people I serve grown alongside my business? Growth Should Not Change Your Approach to People When you have hundreds or thousands of customers, it can become easy to think in terms of numbers. However, behind every number is a person who has chosen to trust your service, invest their money or seek your help. Having many customers does not make one person's concern less important. This does not mean that every request must be granted or that every customer will be satisfied. Businesses have policies, limitations and boundaries. The question is how we communicate these things. You can say no without being disrespectful. You can correct a misunderstanding without humiliating someone. You can explain your limitations without mak...

An educator says, “I would really love the opportunity to do this.” What do you do next? Do you simply open the door because you recognise their enthusiasm, or do you pause and ask a few questions to understand whether they are actually ready for what lies on the other side? I think this is one of the quieter responsibilities of mentorship. Sometimes, people come to us because they want to grow, take on more responsibility or experience a different side of their profession, and that desire deserves to be encouraged. However, encouragement should not mean handing someone a responsibility without first helping them understand what the responsibility requires. There is a Difference... There is a difference between wanting to perform a role, having some knowledge about the role and being ready to perform the role competently . These things can exist together, but they are not automatically the same thing. Professional competence is broader than what a person knows. Epstein and Hundert (200...

 A teacher once asked a question that many educators may quietly relate to: “How can I help this young learner? He seems uninterested in anything I want to teach him. In fact, it is hard to motivate him with any item. I have tried everything within my power, and it has been frustrating.” It is easy to understand the frustration. When a learner does not respond to the stickers, toys, sweets, praise, privileges or other rewards we introduce, we may begin to conclude that the child is simply not motivated. But perhaps there is another question worth asking before we arrive at that conclusion: What if the learner is not unmotivated, but we have not yet understood what moves them? M otivation Is More Than Getting a Reward For many years, the conversation around motivation has focused heavily on what we can give a learner for doing something. Complete your work and get a sticker. Answer correctly and get a sweet. Finish the task, and you can play. These strategies can sometimes be useful...

 When people begin building a career, consultancy or professional practice, it is quite common to look around and ask, What are people looking for? What services are in demand? What seems to be working for others? There is nothing wrong with understanding the market, but sometimes, in the eagerness to become visible and attract clients, professionals begin presenting services that reflect what they think people want rather than what they are genuinely skilled and prepared to provide. This can create an uncomfortable gap between what we present and who we are actually becoming . For instance, someone starts out offering a wide range of services because those are the things they see others offering, only to realise with time that some of them do not align with their training, interests or strengths. The challenge becomes even greater when the professional knows this internally, even though nobody else may recognise the gap. Interestingly, this process is not necessarily unusual in p...

Have you ever noticed that a child can struggle to remember something during an examination, yet suddenly remember it when someone gives them a small clue such as, "Remember when we were discussing this at the dining table?" Sometimes, it is not even the exact words that come back first, but the setting, the person who explained it, the time of day, the conversation that took place, or even what they were doing immediately before the lesson. That has always fascinated me because learning is not only about what goes into a child's head, it is also about the experiences and cues that surround that learning. This is why I find the idea of having a familiar learning space at home quite interesting. For some children, there is a particular table where homework is done, books are opened, questions are asked and conversations about school happen. Over time, that space can become associated with learning. A child may sit there on a particular evening while a parent explains fract...