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.