Global and Interstate Teaching Experiences
Prince Royals College, Chang Mai, Thailand
I participated in Deakin Universities Global Experience Program in 2011 where I worked in a grade five and six accelerated English class. This experience taught me about the impact of communication, student involvement and student interests in teaching and learning.
I ran a workshop on Australian Animals that involved a game which developed students knowledge on the topic but also facilitated discussion in English which the students weren't used to. Students thoroughly enjoyed the game and it was a good way to get to know the students. |
Maningrida Community Education Centre, Arnhem Land, Northern Territory
In 2012 I decided to participate in Deakin Universities Global Experience Program again, but this time to an Aboriginal community in Arnhem Land. This was one of the most rewarding and challenging experiences I have ever had in my life. I not only learnt about Aboriginal culture and traditions but I was involved in them and became to respect and highly value them.
I had to adopt a different teaching approach whilst teaching 15 ESL girls in years 7, 8 and 9. This involved a lot less instruction and explanation and a lot more use of visual aids and hands on work. I also had to place a lot more emphasis on developing relationships with the students which I did through constant communication, fairness and engaging in extra curricula and outside school activities. This experience helped me to develop a deep understanding of the Aboriginal culture as well as helped me to develop the skill of resilience as I was presented with a lot of challenging situations. |
"Kara was always respectful of the cultural sensitivities of her environment"
-C. Verhees, Maningrida Community Education Centre, 2011. |
Knar School, Siem Reap, Cambodia
In 2012 I volunteered for a month in a rural Cambodian school running Art and English classes. This was the most rewarding and eye opening experience I have ever had. I learnt a lot about the Cambodian culture and witnessed a very traditional style of teaching and learning.
This experience helped me develop my non verbal communication skills as the vast majority of students could not speak English, and if they could it was very little. I also developed a strong appreciation for my life back home including our heavily stocked and well resourced schools and our accessibility to education. |
In my classroom I will draw upon my experiences and share my knowledge through developing lessons and units of work that link to the wider world and various cultures. I believe that this will help to develop students global awareness and thus help to create a tolerant, courteous, respectful and appreciative classroom where students are aware of the various beliefs and cultures that exist and appreciate their lives.
LINKS TO THE AITSL STANDARDS FOR GRADUATE TEACHERS:
Standard 1.3: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Standard 1.4: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Standard 2.4: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Standard 3.5: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Standard 4.1: Identify strategies to support inclusive student participation and engagement in classroom activities.
Standard 4.3: Demonstrate knowledge of practical approaches to managing challenging behaviour.
Standard 1.4: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Standard 2.4: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Standard 3.5: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Standard 4.1: Identify strategies to support inclusive student participation and engagement in classroom activities.
Standard 4.3: Demonstrate knowledge of practical approaches to managing challenging behaviour.