Course Developer in Perth, Australia
WHO AM I?
I am a seasoned education professional, dedicated to helping students learn in an engaging and fulfilling environment. I started my education career at TAFE, working as fitness and sport lecturer for seven years, transitioning to become an e-learning and teaching consultant. I’ve continued this work at the University of Notre Dame, where I serve their small team of VET trainers in all matters relating to learning, assessment, quality and course development.
In 2011, I completed a 13 day ‘Master Class’ in Instructional Intelligence, which transformed my classroom practice and thoughts about teaching. I immediately recognised the importance of creating a positive classroom community that facilitates safety and accountability. Teaching is so much more than just emptying content into the minds of students. Yes, students must learn the content, but they must also learn to be happy and capable human beings.
I’ve graduated with a Bachelor of Exercise and Sports Science, a Graduate Diploma of Vocational Education and Training, and a Graduate Diploma of Educational Leadership. At the end of 2017 I will have a Graduate Diploma of Education (Secondary), with a focus on health and physical education. For my detailed education and career history, please visit my LinkedIn page. The following website outlines my view on students, teachers, and my approach to classroom management.
I am a firm believer that preventive approaches to behaviour management are, in the long term, the most successful. This is supported by behaviour management theorists Rudolph Dreikurs and Jacob Kounin, and further extended by contemporary experts Tim McDonald, Barrie Bennett and Peter Smilanich. Dreikurs’ democratic model encourages students to become self-regulating, and involves them in classroom decision making. I have used this with success, creating participation agreements with students at the beginning of semester for each class. In line with democratic teaching, I also strongly believe in the importance of encouragement, rather than praise – encouragement gets students to focus on feelings of accomplishment, and helps them to reflect on what they could improve on in the future. Encouragement stresses the importance of effort, rather than perfection or the character of the student. Kounin’s theory of instructional management emphasi