Relationships The teacher-student relationship is one of the most powerful elements within the learning environment.

I believe that this relationship forms the basis of the social context where learning takes place and is primarily responsible in affecting a students development, school engagement and academic motivation. I strongly believe that relationships between teachers, students and their parents result in excellence in educational outcomes. These supportive and positive relationships promote a sense of belonging for the students and encourage them to strive for their personal best. I have been highly commended for my ability to build strong and constructive relationships immediately with my students and peers during my teaching practicums where I pride myself on my empathetic and respectful nature. Student Learning Students learn in different ways and at different rates. There are some ideas about the way students learn that I believe are universal and these have helped to develop my teaching methodologies. Firstly, students learn best by doing - Students need a rich supply of meaningful examples and manipulatives to help make ideas and relationships come to life. I strive to maintain a hands-on classroom where students can explore concepts themselves and steer clear from a lecture style class. Secondly, students make connections with past experiences Learning is the process of building connections between new and existing information. I enjoy creating a challenging but supportive classroom and acknowledge that each student presents different learning experiences and needs. My goal is to demonstrate exceptional teaching and facilitate the variety of

students needs to the best of my ability. Finally, learning is an active process and students learn best when they are engaged and the material is relevant and interesting. A student must give full attention to effectively engage in the material and the best way to captivate student attention by making activities and discussions interesting, relevant and enjoyable. I feel creating positive competition and celebrating achievements is a fundamental step in developing a students full potential. Curriculum My subject specialisations are Mathematics and Physics with electives in Chemistry, Biology and Earth Sciences. I have completed my university degree with confidence and enthusiasm while obtaining a GPA of 5.7. I have thorough knowledge of the Australian Curriculum content and achievement standards necessary for each of my specialised teaching areas as well as the SACE stage 1 and 2 content and requirements. I have been exposed to the International Baccalaureate throughout my own schooling as well as during my professional experience and look forward to exploring this further during my teaching career. I strive to ensure that my love and enthusiasm for science and maths shines through in my classes and that I can help build scientific and inquisitive minds. Safe Work Practices Maslows Hierarchy of needs outlines an individuals safety as one of the basic needs that must be fulfilled before the individuals full potential can be achieved. Throughout my tertiary education and teaching placements I have strongly followed Maslows beliefs and therefore I acknowledge the importance of supplying a safe and supportive environment, both physically and emotionally, for my students to learn and grow in as well as for my fellow teaching peers to

Personal Statement

Tell me and I forget. Teach me and I learn. Involve me and I remember -Benjamin Franklin
perform at their best. I have a clear understanding of DECS Occupational Health and Safety requirements and while on my third teaching practicum I undertook a professional development day that covered all of the essentials. Emotional safety is essential for students to reach their full potential and I construct this with my ability to quickly form relationships and maintain a cooperative and vibrant classroom environment.