Dear College of Teachers,

Please find attached my Portfolio in Word Press and a short video documenting my profession and interests.

I am responding to your advertisement in the Sydney Morning Herald.

There are many reasons why I think I would be of value in your school.

According to the professional teaching standards I fulfill all 7 aspects of the key areas.

I have a deeply imbedded knowledge of the subject content. I have completed the ED 4236 Planning Pedagogy and Assessment subject and have been teaching since 1986 in Europe and here in Australia at both primary and secondary levels. I have an excellent overview of the NSW curriculum requirements and I have satisfying knowledge of ICT skills.

My knowledge of and respect for the diverse social, cultural ethnic and religious backgrounds of students and the effects of these factors on learning were enriched by my further studies on Aboriginal culture. I have worked for many years as a therapist in a home for people with physically and mentally disabled children and teenagers here in Sydney and also in Germany.

My communication and classroom management skills were enhanced by the study of the different learning theorists such as Glasser , Gardner and Hattie.

My classes are created in an environment of respect and rapport with and for the students. I assure the safety of students and am trained as a manager of OH&S.

I like to work with my colleages together in a spirit of continuous growth with constructive feedback. I always enjoy stimulating professional development opportunities for refining my teaching practice, and have been actively engaged myself in the field of teacher training for many years now.

Communication with parents and caregivers is an important issue and I strongly believe in good home–school links and open communication with parents. My professional habitus over the years has become smooth and professional with integrity.

The performances I have directed with the students have provided excellent public relations for the school and contributed to the wider community well-being.

Assignment 2
Reflect on how one relates to students in light of the professional requirements of the position of teaching. How does one manage student lifestyle issues, do some initial counseling of students and involve parents in discussion?

In the early years of the 21^st century, people are looking to have the right values in life with the need to restore balance. In a world of uncertainties and overwhelming national and international problems, such as environmental issues, aboriginal reconciliation, the increasing overload of information technology and the shrinking household of one parent families, one needs to revalidate activities such as book clubs, community group activities and any other initiative that satisfies the need for connectedness in us.

This following link shows an interesting and passionate speech given at the UN conference by a 13 year old girl who demands from the adults that they bring more awareness towards the world. It is worthwhile listening to. She speaks for the ‘Environments Children Organization’. She demands that adults must change their ways otherwise WE children lose our future: “You are what you do, not what you say”:

http://mail.google.com/mail/?ui=1&realattid=0.1&attid=0.1&disp=attd&view=att&th=115fa77f2c215e07

This century has also seen the rise of cultural and social fundamentalists who want to introduce more laws to restore our sense of security. Those groups of people think that everything that moves needs to be governed by rules and regulations for the common good. This also restricts those individuals who want to act out of moral choices.

Another factor for consideration comes from our young rising generation of Australians who come with an open mind to incorporate all uncertainties into their world view with a quest for spirituality. They realise that the most precious resource is each other- an attitude with the potential to foster future community development.

The following link shows a paper work titled:’ Australians at a Turning Point’ by Hugh Mackay :

http://www.fola.org.au/news/papers/hughmackay.htm

Considering all these aspects as a professional teacher, one needs to act out of one’s own individual authentic relationship with the social environment. The most essential part- besides knowing and being passionate about the subject one teaches- is to connect with the students and build up a relationship to the needs of the students.

If the teacher wants to make a fruitful connection with students and parents, he/ she needs to know and understand their cultural environment. It is advisable to know “what is driving them” and what they want as a result of an encounter with the teacher.

When having a conversation with parents or students, it is important to keep an open mind, listen, maintain eye contact, ease into an open mode, and let them pour out their hearts before suggesting and advising anything.

Turkish Proverb: Quotes on Communication

If speaking is silver, then listening is gold.

These are the three main points to be considered in relation to students’ circumstances, their needs and complexity while solving issues:

1. General Lifestyle issues

2. Extra Curriculum

3 Social developments

30% of families today live separately with the mothers working part time, doing the chores of the household and bringing children to and from school, hiring babysitters while working and taking care of clothing, food, coping with different houses and so on. The children are often not the focus of the house as such. Besides her part- time work, mum has to be an all-round manager!

As a teacher, one has to provide a caring environment to keep out these hectic, busy and maybe disharmonized lifestyles whilst seeing a bigger vision behind the daily difficulties.

The teacher needs to be aware of the circumstances of each child and it is better to act with understanding rather than being too strict with the rules in the classroom.

The second point raises the issue of activities that happen after school. Students and parents put themselves under a lot of pressure with extra activities like sport, artistic lessons such as playing piano or violin ….or taking up extra lessons in any of the school subjects to achieve higher marks to qualify for University studies.

In the classroom, the teacher needs to create a strong interactive structure. The teacher needs to give students reasons to feel part of a whole team in celebrating with them birthdays and social events and show them that it is worthwhile coming to school by setting up interesting constructivism- orientated lessons. A good teacher will provide an environment of inclusion through activities which embrace the young adults.

The third point gives an insight into student’s social network through their mobile phones, i-pods, internet activities (my space/ facebook etc.). Most students long to belong to a social environment. The teacher needs to take into account the social structure at home, relationship breakups, suffering from being bullied and so on.

Being aware of a change of habit in the student’s behaviour and taking interactive steps is essential. A teacher needs to take the initiative to ring the parents and let them know about changes of behaviour in their child. The teacher needs to show understanding to the situation if the student can’t come on time to class because of training schedules etc. and provide a workable a framework for the situation.

Sometimes the drive of being connected to a group can override the positive qualities for one self. Students are pressured to perform beyond their boundaries to keep up with the ethos of the group. Student behaviour can escalate into extreme actions such as substance abuse, various eating disorders, self-harm and other psychological illnesses.

It is of great necessity to provide a supportive environment in the classroom and sort out problems with the involvement of the students themselves.

The following is good practice for a teacher: apply the 80: 20 rule and find out what the main problems are in the class which fall into the 20% category. Find the 10 main problems and choose the two man issues. Give the students the right to vote so that they have control over the situation. With this kind of involvement, students will solve problems effectively, will feel included and the positive outcome will permeate beyond the classroom environment.