PROFESSIONAL PROFILE
Knowledge -
Responding to the needs and know-how of students is a large part of teacher efficacy. This is inclusive of knowing students’ diverse linguistic, cultural and religious backgrounds. Moreover, this contributes developmentally to how I structure and refine lessons by drawing on professional knowledge and research to address the learning performance of students in basis of three educational contexts: social, physical and academic.
21st century research-supported pedagogies such as blended-learning, inquiry-based learning and cooperative working spaces are powerful indications to my viewpoint of a constructivist classroom. Furthermore, I am a strong advocate for differentiated teaching and the integration of Information and Communication Technology (ICT) to contextualise and expand students’ modes and breadth of learning. Bloom-Gardner’s matrix, tiering assignments/activities, providing a variety of stimuli materials and having a repertoire of digital tools and applications are prime examples of my teaching identity.
Practice -
The vital position of a teacher is the duty of care. Therefore, I encourage learning spaces that are inclusive, challenging and safe, and implement fair and equitable behaviour management plans. Dojo points, reinforcers, non-verbal/verbal cues and the Positive Behaviour Support framework are some pertinent examples I have applied in the classroom. Notably, the behaviour practices can instigate to be extrinsic and intrinsic motivators for students. Additionally, I am a strong believer of Values Education in Australian schools as it gives the effect of generating positive behaviours (Brown, 2014; DEST, 2005). Ultimately, the teaching of values particularly tackle social conflicts in Australian schooling such as bullying, stereotyping and other social-cultural issues (Brown, 2014).
Engagement -
As a teacher, learning is a lifelong process. Hence, I actively immerse in social avenues such as Twitter, LinkedIn, TedEx and Mitie to network with other professional colleagues, discover new teaching resources and ideas, and to stay up-to-date with pedagogical approaches relating to the Education context. Nolan & Molla (2017) justifies that professional networking bring about collegial relationships and critical deliberation to which constitute meaningful learning experiences for students. Fundamentally, receiving mentor from experienced teachers is something I place great value in as it help towards my understanding of the seven Teacher standards.
