Oct 2010 - Present
2005 - 2006
Diploma of Education
University of Western Australia
2000 - 2004
Bachelor of Arts
University of Western Australia
2012 - Present
Sessional Tutor and Lecturer
I have led discussion groups of approximately 20 first and second year students in on-campus and online settings in the areas of Communication Studies and Gender Studies. In these sessions I facilitated students' critical understanding of the courses' content and helped them to prepare high quality written research essays and oral presentations. In Student Perception of Teaching surveys (SPOT), students have consistently commented upon my high levels of organisation and preparation, my enthusiasm, and my ability to lead relevant and engaging discussions, communicate and clarify difficult concepts, and motivate their interest in the topic. Students' positive response to my tutoring lead to my being awarded a Teaching Excellence - Early Career (High Commendation) from the Faculty of Arts at the University of Western Australia in 2013. Also, my collegiality has resulted in my being nominated for the up-coming 2014 Excellence in Teaching and Learning awards.
My role as sessional tutor included facilitating students' critical comprehension of complex texts and theories, which I did by employing the principal of Bloom's questioning hierarchy in both face-to-face and e-learning contexts. I also assessed students' progress towards and achievement of learning outcomes both formatively and summatively through the use of rubrics designed by myself and colleague. Additionally, I responded to students' questions outside of tutorial sessions during face-to-face consultations, via email and through the use of the university's online Learning Management System (LMS).
Mar 2011 - Sep 2012
SmARTS Program Tutor
I facilitated four groups of eight to ten Year 11 students to develop and present university standard research projects. Students' projects were awarded the marks of Distinction and High Distinction, and group in the 2012 program were awarded first place and runner-up prizes. My online responsibilities included: scaffolding weekly tasks on each group's blog so as to enable students' comprehension of challenging reading materials and concepts; providing students with fast and relevant feeback to their comments and questions; helping students to identify and select appropriate research materials from various databases and respond to resources critically; instructing students how to avoid plagarism by referencing correctly; and helping students to develop cogent, well-written arguments through the implementation of various strategies at the planning, drafting and editing stages of the writing process.
In the monthly on-campus seminars, I facilitated students' independent learning skills through teaching strategies such as pair-talk and report-back activities, rotating paper activities, student-guided brainstorms, student-guided questioning, and whole group discussion.
I was able to address the problem of students' poor online participation by scaffolding tasks using strategies such as: engaging or motivational orientation activities; before, during and after comprehension activities; providing "how-to" critical questioning and online discussion guides; providing sentence stems; providing model responses; explicitly communicating task objectives; and encouraging students to critically engage with the comments and ideas of their peers. As a result, both of my groups consistently demonstrated high weekly online participation and an enthusiasim to improve their understanding of the course material, which earned them first and second place in the SmARTS Program "Best Blog" category.
Aug 2007 - Aug 2010
Assistant Language Teacher
Hyogo Board of Education
I taught the Oral Communication English language program at a Japanese High School with a team of Japanese English teachers. My responsibilities included preparing, resourcing, instructing and evaluating the Oral Communication course programs and assessments for senior high school Japanese students. My creation of original PowerPoint presentations, videos, listening materials, worksheets and use of appropriate instructional methods (i.e. use of simplified vocabulary, gestures and demonstrations) allowed the classes I taught to meet the Japanese government's English language learning objective of minimal to no use of Japanese instruction and explanation in the classroom. Also, the interesting and relevant learning materials I developed, together with the supportive learning environment I and my fellow team teachers fostered in the classroom, saw the elective Oral Communication classes increase from half full (15 students per class) to full capacity (30 students per class) during my tenure at the high school.
Jan 2006 - Jul 2007
John Septimus Roe Anglican Community School
I taught English to students from years 8 to 12 and performed administrative and pastoral care duties for my assigned home room. My responsibilities included preparing, resourcing, instructing and evaluating remedial to advanced English classes, as well as communicating with students' parents regarding their child's progress and behaviour, providing educational and emotional guidance and support to students, and participating in extra curricular activities (e.g. rehearsing with the school choir, providing voice training for students in the school musical). While at JSRACS I was able to address the problem of students' reluctance to do homework by using an online forum. Using the internet motivated students to do their homework, as well as to read and comment upon the ideas of their peers. Also, by introducing a 10 minute focused grammar review into my classes, I enabled students to improve their ability to edit their own work and improve the fluency of their writing generally.