Adele Rasche , The University of Adelaide Pre-Service Teacher Teaching Areas: Geography, History, and SOSE
Personal Statement Adele Rasche
I am scheduled to graduate from The University of Adelaide with both a Bachelor of Teaching and a Bachelor of Arts in 2014. My studies have allowed me to specialise in the teaching areas of; Geography, History, and SOSE. In addition to these subjects, I welcome the opportunity to teach English as a second language across a variety of curriculum areas to students in safe and positive environment. I can only express my willingness to work in an environment that is committed to helping remote indigenous communities , all whilst respecting and upholding the traditions and culture of the Anangu people. I am confident that as a graduate teacher and as a former soldier I will be able to bring a new and enthusiastic approach to student learning and achievement. Curriculum My ability to conduct a professional and comprehensive delivery of the Australian Curriculum has been demonstrated through my use of scaffolding and differentiation in my history class at Launceston Church Grammar School. After observing my class on my first week of practicum and after in- depth-talks with my mentor teacher, I was able to determine that I would have to personalise the unit Medieval Europe due to low literacy and numeracy levels. Taking into account that I needed to provide a positive and engaging learning experience for these students, I created several tasks that provided students the opportunity to represent their learning through alternative methods, such as; group discussions, drawing, and verbal communication, which drew on students individual strengths. I also drew upon ICT as a resource in the classroom, by allowing students to watch clips from Horrible Histories. These resources provided a reliable and engaging resource, when alternatives such as reading were not appropriate or desirable. I then focused on introducing the Australian Curriculums general capabilities, literacy and numeracy, into their learning through personalized learning tasks such as; writing down dates and names. I found this approach allowed students with learning and language difficulties to build their skills to a higher standard, as they were actively engaged in the curriculum content. As a teacher I felt that it was vital that I provided these students with classroom opportunities and activities that left them feeling engaged, safe, and challenged by my delivery of the Australian Curriculum. I additionally ensured that these students were praised for their participation and that their growth as learners and as people was a positive experience, a skill I can bring to Oak Valley Aboriginal School. I am confident that my knowledge of ESL methodologies and the Australian Curriculum guidelines of EAL/D Students will allow me to take a proactive approach when designing lessons that require a strong ESL focus. I committed to delivering personalised learning and experiences to all students. Safe Work Practice My ability to implement a safe work environment is best demonstrated through my successful completion of Responding to Abuse and Neglect Training in January 2014. Student Learning I have a keen interest in working with disadvantaged youths and working in challenging environments. I have been an active volunteer with The Smith Family Learning Clubs and the South Australian Department of Education Community Mentoring Scheme for several years in the Smithfield area. I believe that my volunteer experience has developed my passion for working with at risk students and I would ideally like to develop my passion at a professional level as a teacher in a remote or isolated community. I believe that my time as a volunteer has provided me with a unique insight into student disengagement and truancy and the strategies that can be used to re-engage students. Through positive praise, routine activities, token reinforcement, and engaging activities, I have been able to create positive learning experiences for students that were at risk of leaving school. I believe that my experience as a volunteer in low socio-economic suburbs also reflects my teaching philosophy; that all students should be able to receive high quality education despite their location. I feel that my beliefs are mirrored at Oak Valley Aboriginal School, through the school values, which focus on providing high quality education to indigenous students. I am also striving to constantly improve my teaching and the real life skills that I can bring to the teaching occupation, as evident by my enlistment in the Australian Defence Force. I believe that my time in the Defence Force has provided me with a unique perspective and real life experience that I can bring to student learning. Working Relationships I have an ongoing commitment to the teaching profession, and as a result I endeavor to develop strong working relationships with my students and colleagues. I believe that strong communication is vital in ensuring effective working relationships between students and teachers. As a result I strive to establish various methods of communication such as; email, written feedback, and verbal communication. During my teaching practicum at Launceston Church Grammar School, I was able to attend several teaching development courses on Backwards by design planning. This experience allowed me to work collaboratively with members of the history department, on a unit plan based on Egypt. My past employment in the Australian Army also has ensured that I have sound experience working in a group environment in some of the most adverse situations. As a former Australian soldier, I hold the notions of mateship and teamwork very closely in my professional conduct and I strive to incorporate these ideals in my students.