Senior school mathematics teacher
 

Professional/educational background

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I am a full-time mathematics teacher working at St Mary's College. I have entered my fourth professional year as a teacher. My current teaching areas are: Stage 1 and 2 Specialist Mathematics, Stage 2 Mathematics Methods and Year 10 Mathematics Methods. For non-major subject, I also have an experience in teaching Stage 1 and 2 Physics. I have started my professional career as a Japanese teacher, and am open to any possible opportunities for language teacher. My educational background includes 4 year double degree of Teaching, Mathematics and Computer Science at The University of Adelaide. I am also currently enrolled as a final year part-time student at the University of South Australia, taking Master of Finance (Financial Planning).

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Australian Curriculum

 

Mathematics

http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1

 

Japanese
http://www.australiancurriculum.edu.au/languages/japanese/context-statement

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My teaching philosophy

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1. I strongly believe that every child has the right to be taught and trained under the safe and caring environment. Such environment must not only be formed in the classroom but also in the school community. As teachers, we are obliged to provide positive environment. This will be obtained only if we first treat our students, co-workers and our environment with respects.

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2. As teachers, we need to be confident with what we are teaching. This will only be fulfilled by being prepared for every day through structuring adequate lesson plans. We must clearly state the classroom expectations and follow through with them in order to build trust and respect in our relationship between students.

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3. I believe every child has their unique way of learning and absorbs at a different rate than his or her peers. As teachers, we are obliged to respect such difference through differentiating contents, environments, products and processes. We will need to help the students to understand that everyone has different needs and not everyone can be treated equally but instead, they will be treated fairly. 

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Relationships

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I have not had extensive experience of teaching in a school setting, however I have also assisted family and friends in tutoring school subjects. This has been rewarding as it allowed me to broaden my teaching skills and utilise different methods to suit the student’s learning style. Through my previous studies and work experience, I have worked with people of various ages and backgrounds which has allowed me to develop my skills to work and communicate efficiently and effectively with others.

 

I establish relationships with students by showing an interest in their hobbies or extra curricula activities. This allows me to identify their strengths and optimal learning styles so I can implement them in my lessons. During the home group period every day I approach a group of students and chat with them to develop this rapport. By establishing a comfortable relationship, the students are not hesitant to ask for assistance, or discuss any topic with me that they need. In my first few days of teaching for example, I discovered one student was having trouble in his home life. From this interaction, a mandatory notification was produced along with counselling sessions to help this student.

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I like to be a guide to students, rather than an overpowering authority figure. I find in today's technologically advanced age, students are able to find information themselves within minutes, and my role is to guide them in the right direction. Students can feel more comfortable if they know they can ask questions to an approachable and supportive person. I encourage a classroom atmosphere that is positive where everyone feels comfortable. Students are greatly influenced by those they spend time with, and with a great portion of their days spent in classrooms, a positive environment where they feel safe is crucial. I like students to feel comfortable to talk to me in person, or via medium that suits them best. Students have sought my help to support their learning and personal issues with confidence. By resolving learning obstacles, attendance has been maintained, personal difficulties have been managed and students have been able to progress through the material .During my practical experience for example, students contacted me via email with questions related to the topics taught with great feedback. I always attempt to answer any queries promptly, and without judgement.

 

My style of behaviour management is one that is positive, where I give students clear instructions and the reason we are performing certain tasks. I encourage all students to participate in discussions, and praise those who perform well.

 

I develop relationships with other teachers and staff so there is a flowing exchange of information that assists both sides. This ultimately results in better lessons for the students. I have collaborated with my mentor teacher and others to establish extra curricula clubs within the school to further develop student learning.

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Curriculum

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When planning units and lessons, I always take into account the abilities and preferred methods of learning my students have. I carefully prepare all lessons to make them interesting, have relevant content and be challenging. By spending extra time preparing lessons, I can ensure all necessary content is covered, and is presented in the most engaging way possible. One example is that for my Japanese class, I have introduced a segment called ‘Last lesson in Japanese’ where I hold an open discussion on what was learnt in the previous lesson. This raises the energy of students prior to commencing the lesson, and provides quick but thorough recap of what they have learnt in class. 

 

I like to implement different tools and technologies within the classroom so students are exposed to a diverse range of ways of learning. By doing so, lessons are kept interesting and fresh, and students are able to display skills in other areas. I find student confidence grows and personal strengths are developed through opportunities to utilise alternative technologies. When preparing lessons, I try to introduce concepts in the simplest ways possible, with reference to real life examples students can relate to. By thoroughly detailing and explaining concepts and scaffolding the material, all students come away having learnt the material with an ability to develop their knowledge further.

 

I like to remind students of assignments, homework, tests and other activities using email. By using email, students find it easy to communicate with myself regarding the assigned work and ask for assistance or clarification.

 

I also offer my assistance to any extra curricula activities I can at any opportunity. I have assisted with the after-school math club.

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Safe work practice

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I am a calm and reflective person that is always mindful of others, and believe I can contribute to a safe and supportive learning environment for all students. I would call myself a creative person and believe I can make the learning experience in a school setting interesting and challenging.

 

I employ a set of rules in the classroom which are negotiated with the students at the commencement of a school session. These are standard rules that promote respect, safety and learning within the classroom. I feel it is important for each student to feel safe physically, emotionally, intellectually and spiritually to achieve the best learning environment, and I aim to create a classroom that upholds these values. Consequences to breaking rules are enforced also without judgement, with specific student behavior criticised rather than individual personality. This clear distinction allows students to be themselves and recognise inappropriate behaviour is not tolerated. I prefer preventative behaviour management plans are utilised to curb undesired behaviour, rather than stepping in to correct behaviour. By encouraging good behavior and being positive, students recognise the behaviour that is required of them.

 

With the assistance of a mentor, I look forward to developing my delivery of the subject matter to students, as well as my behavioural management skills. I would ultimately like to be a role model for the students that extends beyond the text book.

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