In 2014, I have finished Graduate Diploma in education at the University of Adelaide in South Australia and I can use my enthusiasm and professionalism to make a difference to students’ lives. My two teaching areas are chemistry and mathematics up to year 12. In the same year, I have also completed Certificate IV TESOL (Teaching English to Speakers of Other Languages) at TAFE SA. As a teacher, I consider the welfare of students the top priority, so I spare no effort to create a supportive and secure learning environment for students. Such an ability was successfully demonstrated in the two professional practices at Bradford College where I taught year 12 students mathematical methods, mathematical studies, specialist mathematics and chemistry. There, I taught students how to categorize and summarize mathematical or chemistry concepts and emphasized how to develop divergent thinking skills.
Relationships: It is our responsibility to build collaborative, flexible and respectful relationships with students so that we can facilitate student learning. I do my best to ensure excellent learning outcomes for my students. At Bradford College, I paid special attention to struggling students so that I could assist them with their mathematics after class. Also, due to my clearly prepared mathematical contents, my lesson momentum was smooth and I was able to engage students in learning activities. As a result, one class insisted that I should teach them another mathematical subject taught by another teacher. The effective lesson delivery depended on my friendly relationship with the students and my dedication to teaching mathematics. Additionally, the positive relationship with colleagues contributes to the harmony of a school as a community. In my professional practice, I worked collaboratively and productively with my fellow staff members, which I consider as a two-way communication. On one hand, I learned pedagogic strategies from experienced teachers, which I would adopt and modify in my own lesson. On the other hand, I shared my own resources and teaching practices with my colleagues. This mutual dependence not only improves each individual’s teaching, but also strengthens collegiality. In addition to students and fellow staff, parents are key stakeholders in their child’s learning. I value the interaction with parents, who provide a home environment conducive to student learning, as parents offer valuable support for their child’s learning. My personal integrity and inter-personal skills have allowed me to develop and maintain professional relationships with people from a diverse range of backgrounds and cultures.
Student learning: The core of my teaching values is to teach students the methods of learning as well as the knowledge. It is not the sole responsibility for a teacher to impart knowledge to students. When I taught mathematics, I derived the mathematical formulae and explained what is going on behind them, as I do not want students to do mathematical problems simply by plugging the numbers into the equations mechanically without understanding the concepts. What I highlighted in my lessons is the significance of being able to derive and understand formulae so that students can learn why these formulae work. More importantly, I gave concrete examples from life when explaining abstract ideas and taught students how to categorize, summarize and solve mathematical problems. It is in these processes that I introduced the methods of learning, including divergent thinking, which is the ability to extend from something easy and concrete to something difficult and abstract. Additionally, I highlighted how we can check our solutions and compare different approaches to a question. If students try to solve some mathematical questions using a variety of methods, they will begin to develop critical thinking skills and consider which method is more effective. Furthermore, I used the software install in the computer to show students how to use a graphic calculator to calculate probabilities, matrices and sketch graphs for different functions. The same pedagogy can be used to teach chemistry. I ensured that students understood the science behind a reaction rather than learn a reaction formula by heart. As long as students know where a reaction formula is from, they can remember the formula easily and extend it to other reactions of the same type. Another indispensable aspect of learning science is conducting experiments and writing reports. If a person wants to learn to ride a bicycle, the best way is to practise; otherwise there is no chance for this person to learn how to ride. Experiments enable students to have hands-on experience and foster laboratory techniques such as manipulating apparatus and note-taking skills. At the same time, it is important to know the diverse backgrounds of students. At Bradford College, students are from non-English background, so I made sure they understood the some English words when explaining a new concept especially in Chemistry. This was done by breaking an English word, relating to daily examples and asking student concept questions.
Curriculum and Safety: Though the educational system differs from state to state in Australia, yet one plus one is always 2 and it does not matter where we are, so I look forward to the day when all the states in Australia use the same unified Australian Curriculum. When teaching mathematics and chemistry, I was able to relate different concepts together, providing students with the insight of how to build on what has been previously learnt. In class, I implemented cross-curricular activities such as vectors, differential calculus and physics for students with the background of physics and economics and optimization of functions using differentiation for students studying economics. Apart from the engaging and supportive leaning environment, safety remains a top priority. I acknowledge Health Safety and Wellbeing practices of teaching and follow all safety procedures to ensure everyone in my care is safe at all times. When supervising the experimental sessions, I always reminded students of wearing lab coats, safety glasses and closed-toe shoes. Also I asked them to preview the practical to get a clear picture of chemical hazards and handling glassware safely. My ultimate aim is to make students feel safe, satisfied and willing to learn.
Relationships: It is our responsibility to build collaborative, flexible and respectful relationships with students so that we can facilitate student learning. I do my best to ensure excellent learning outcomes for my students. At Bradford College, I paid special attention to struggling students so that I could assist them with their mathematics after class. Also, due to my clearly prepared mathematical contents, my lesson momentum was smooth and I was able to engage students in learning activities. As a result, one class insisted that I should teach them another mathematical subject taught by another teacher. The effective lesson delivery depended on my friendly relationship with the students and my dedication to teaching mathematics. Additionally, the positive relationship with colleagues contributes to the harmony of a school as a community. In my professional practice, I worked collaboratively and productively with my fellow staff members, which I consider as a two-way communication. On one hand, I learned pedagogic strategies from experienced teachers, which I would adopt and modify in my own lesson. On the other hand, I shared my own resources and teaching practices with my colleagues. This mutual dependence not only improves each individual’s teaching, but also strengthens collegiality. In addition to students and fellow staff, parents are key stakeholders in their child’s learning. I value the interaction with parents, who provide a home environment conducive to student learning, as parents offer valuable support for their child’s learning. My personal integrity and inter-personal skills have allowed me to develop and maintain professional relationships with people from a diverse range of backgrounds and cultures.
Student learning: The core of my teaching values is to teach students the methods of learning as well as the knowledge. It is not the sole responsibility for a teacher to impart knowledge to students. When I taught mathematics, I derived the mathematical formulae and explained what is going on behind them, as I do not want students to do mathematical problems simply by plugging the numbers into the equations mechanically without understanding the concepts. What I highlighted in my lessons is the significance of being able to derive and understand formulae so that students can learn why these formulae work. More importantly, I gave concrete examples from life when explaining abstract ideas and taught students how to categorize, summarize and solve mathematical problems. It is in these processes that I introduced the methods of learning, including divergent thinking, which is the ability to extend from something easy and concrete to something difficult and abstract. Additionally, I highlighted how we can check our solutions and compare different approaches to a question. If students try to solve some mathematical questions using a variety of methods, they will begin to develop critical thinking skills and consider which method is more effective. Furthermore, I used the software install in the computer to show students how to use a graphic calculator to calculate probabilities, matrices and sketch graphs for different functions. The same pedagogy can be used to teach chemistry. I ensured that students understood the science behind a reaction rather than learn a reaction formula by heart. As long as students know where a reaction formula is from, they can remember the formula easily and extend it to other reactions of the same type. Another indispensable aspect of learning science is conducting experiments and writing reports. If a person wants to learn to ride a bicycle, the best way is to practise; otherwise there is no chance for this person to learn how to ride. Experiments enable students to have hands-on experience and foster laboratory techniques such as manipulating apparatus and note-taking skills. At the same time, it is important to know the diverse backgrounds of students. At Bradford College, students are from non-English background, so I made sure they understood the some English words when explaining a new concept especially in Chemistry. This was done by breaking an English word, relating to daily examples and asking student concept questions.
Curriculum and Safety: Though the educational system differs from state to state in Australia, yet one plus one is always 2 and it does not matter where we are, so I look forward to the day when all the states in Australia use the same unified Australian Curriculum. When teaching mathematics and chemistry, I was able to relate different concepts together, providing students with the insight of how to build on what has been previously learnt. In class, I implemented cross-curricular activities such as vectors, differential calculus and physics for students with the background of physics and economics and optimization of functions using differentiation for students studying economics. Apart from the engaging and supportive leaning environment, safety remains a top priority. I acknowledge Health Safety and Wellbeing practices of teaching and follow all safety procedures to ensure everyone in my care is safe at all times. When supervising the experimental sessions, I always reminded students of wearing lab coats, safety glasses and closed-toe shoes. Also I asked them to preview the practical to get a clear picture of chemical hazards and handling glassware safely. My ultimate aim is to make students feel safe, satisfied and willing to learn.