![Picture](/uploads/1/3/9/3/13933593/1399083609.jpg)
Qualifications
- 2014: Master of Teaching/Graduate Certificate of Religious Education (Primary). Australian Catholic University, Strathfield. (2012-2014)
- 2010: Bachelor of Psychology. University of Wollongong, Wollongong (2006-2010).
- Senior First Aid Certificate (St. John Ambulance)
- ASCIA Anaphylaxis and CPR training (2015).
- I am provisionally accredited as a K-6 teacher by the Canberra-Goulburn Archdiocese.
![Respect your students; you never know what they'll teach you](/uploads/1/3/9/3/13933593/4402094.png)
My Teaching Philosophy
My experience working with youth and teaching, both as a pre-service teacher and a early career teacher, have highlighted the distinctiveness of each individual, and emphasised the way this uniqueness interacts with context to create individual and different perspectives; in the way students think, learn, interpret and interact. Truly all students are unique, and it's essential that learning experiences do not reflect a 'one-size-fits-all' approach. As a teacher I aim to get to know my students, and to consistently reflect on their engagement and success. In doing so I can ensure I create an engaging and inclusive learning environment that is based on positive teacher-student working relationships (Forlin, 2012; Hattie, 2009; Killen, 2009).
My experience working with youth and teaching, both as a pre-service teacher and a early career teacher, have highlighted the distinctiveness of each individual, and emphasised the way this uniqueness interacts with context to create individual and different perspectives; in the way students think, learn, interpret and interact. Truly all students are unique, and it's essential that learning experiences do not reflect a 'one-size-fits-all' approach. As a teacher I aim to get to know my students, and to consistently reflect on their engagement and success. In doing so I can ensure I create an engaging and inclusive learning environment that is based on positive teacher-student working relationships (Forlin, 2012; Hattie, 2009; Killen, 2009).
![The un-differentiated class](/uploads/1/3/9/3/13933593/7684255.jpg)
Indeed, through this positive relationship I will be able to accommodate student diversity through differentiated programming that allows for authenticity in my teaching. This means providing experiences that reflect real life, allow diversity of perspectives, and allow students an opportunity to reflect upon and articulate their experiences (Herrington, Reeves & Oliver, 2014; Watagodakumbura, 2013). Above all else however, the authentic classroom I envision is one that emphasises the importance of peer collaboration in the construction of knowledge (see Vygotsky's Social Constructivism, Savage, 2011; Steinmeyer, 2011).
![Maslow's Hierarchy](/uploads/1/3/9/3/13933593/432078688.jpg)
As an educator, I believe student collaboration is the key to successfully attaining rich learning outcomes, and as such will seek to provide quality collaborative group work opportunities that allow peer-interaction and teaching in the ZPD. That being said, I recognise that an environment that allows successful collaboration must first address students' emotional and social needs (Maslow, 1943; Schunk, 2008); it is essential that students feel safe in my classroom: safe enough to take risks, to relax, to share their opinions and to feel comfortable making mistakes. This need for safety will be met by providing students with opportunities to excel by aligning activities with their individual strengths and intelligences (See Gardner's Multiple Intelligences; Varner, 2008) and by ensuring my classroom is centred on love and respect.
![Strive to be the best](/uploads/1/3/9/3/13933593/336577.jpg)
These qualities will permeate all I do as a teacher; whether it is the positive behaviour-management strategies, my patience with students, my effort in getting to know them, the differentiated programming, or the teacher-modelling of respectful acceptance of each individual, their gifts and their opinions. As a teacher I will set high expectations for my students and encourage them; not just to achieve, but to become the best person they can be.
Note:
- You can find out more about my qualifications by downloading my current (October 2015) résumé.
Note:
- You can find out more about my qualifications by downloading my current (October 2015) résumé.