Paul Newman 2 Country Road, Epsom, Auckland 1024 Ph. (09) 111 3333 Mob. (021) 1234 264 Email: [email protected] Teaching Philosophy I seek to inspire and engage children through an evolving and challenging process that will involve a variety of choices, rich learning experiences relevant to their own lives, high but clear expectations as well as a well-organised, firm but fair, child-centred approach. In recognition of the cultural diversity of New Zealand classrooms and catering for the diverse needs of individual children, students are able to work in an inclusive environment that promotes an acceptance of others’ views, opinions and values. To do this effectively requires me to know the students I teach and know myself, ensuring I am able to build relationships with and amongst children that facilitate a caring and learning positive environment. Part of my role as a teacher is to provide children with the skills and knowledge they need to make their own sense of the world. I recognise that it is necessary to allow children time to formulate their own understandings if they are to become life-long learners as well as to enable them to critically engage with and actively participate in the world. I recognize that as a beginning teacher that my personal philosophy, along with how I apply it to my classroom, will continue to evolve. As I grow professionally I believe that it is important that I reflect critically on my own practice – challenging myself to become both a better teacher and learner. Qualifications and Awards Graduate Diploma Education (Primary) January 2010 – November 2010 The University of Auckland, New Zealand Graduate Diploma Arts (Language Teaching, Linguistics) 2006-2007 The University of Auckland, New Zealand Bachelor of Arts (Spanish) 1997-2000 The University of Auckland, New Zealand Personal Skills & Attributes  Teachable and adaptable – In Japan I was teaching children of a variety of academic levels, including those with special needs, so having the flexibility to adjust to their differing needs and learning styles was very important, as was the need to be patient and understanding.  Organised and self-motivated – having to plan and prepare for lessons in Japan has helped develop these qualities, though this is best evidenced through meeting the demands of Teacher Training College.  Friendly, sincere, and humorous – life is just better being this way.  Cooperative team player – throughout my various careers and working collaboratively at University, I have always worked well in groups, contributing and listening to others’ ideas.  Hard-working and committed – I care about doing my work well, particularly when others’ rely on me, whether they are landscaping clients, friends and family, or students and colleagues.  Enthusiastic and positive – What I found that helped my teaching improve in Japan was being enthusiastic and positive about what I was trying to do in class, it not only helped my students enjoy and engage in lessons but it made my time in class enjoyable too. Curriculum Strengths Literacy – My background in language teaching and linguistics lends itself well to meeting the diverse needs of students in NZ classrooms particularly in the areas of grammar, reading, writing, listening. Information Communication Technology (ICT) – I have always had an interest in computers and keep current with what is happening in the world of computing. I have a broad knowledge of how computers work and what may be done with them because of that interest. I also have sound skills, developed while teaching in Japan, through University coursework, and practicum placements, in regard to Word, Excel, PowerPoint, AV projectors and Smartboards. Health & Physical Education – I come from a sporting background, swimming competitively and playing rugby growing up. I have a wide range of interests when it comes to sport and believe that everyone benefits from physical activity including gaining confidence as well as fitness. Technology – Throughout high school and teacher training college, technology has always been something I excelled at. Practical knowledge also gained from my time as a landscape gardener and through being a builder’s hand. Art - I am a competent artist and have confidence in my ability in this area to extend, challenge and engage children. I initially wished to be a graphic artist upon leaving high school but ended up pursuing languages instead. I have incorporated aspects of art in Japan (making posters) as well as in my practicum placements (as an element of making boardgames). Languages – I studied Spanish and German at university and have picked up basic Japanese in my four years in that country. My background in ESOL, a Diploma in language teaching as well as time abroad have helped me understand the benefits of language learning as well as to understand the needs of the students in this area. Japanese has also helped me with my Te Reo pronunciation. I have taught both languages in my second practicum placement. Teaching Experience Practicum Placements 2010 Practicum 1&4 Level Yr 8 Duration 4 weeks total 2 Yr 5 3 Yr 3 5 weeks 1 week full control 5 weeks 3 weeks full control School Heights Intermediate Blue Primary School Yellow Primary School Focus Setting up routines and expectations in the classroom. Identifying learning styles, abilities and interests. Classroom and behavior management and planning Assessment for learning. Teaching a full range of curriculum subjects Employment History - Teaching Positions Teacher Aide Sept 2009 – Nov 2009 Auckland Primary School, Auckland, New Zealand Responsibilities:    Assigned to help a number of students in 4 year 5 classes. Primarily helping with math, writing and reading. Amongst the students I was assigned to were those with aspergers, mild autism, and a number of ESOL students. Assisted learning of 1 – 5 students at a time Assistant Language Teacher (ALT) Aug 2005 – July 2009 Fukushima Prefectural Board of Education, Japan, based at Iwaki Koyo Koko Senior High School Nakoso Technical High School, Taira Yogo Special Needs School (all ages 5-18), Yotsukura Senior High School. Responsibilities:    Primary responsibility for the preparation of Team Teaching sessions, preparation of students for speech contests and study abroad programmes. Construction and marking of written and aural tests, choosing/creating content for lessons including providing an outline of curriculum area structure for the school year and choice of the second year students’ textbook, English club. Demonstrating effective team teaching lessons at prefectural conferences as well as providing advice and support to new ALTs, creating a website for my successor outlining responsibilities and requirements for life in school and outside school, assisting with English entrance exams both for junior high school applicants and for University entrance. Other Employment History Landscape Gardener Jan 2004 – June 2005 & Aug 2009 – Jan 2010 Landscapers Co. Auckland Security Guard Aug 2002 – June 2005 Westfield Mall, Henders Croupier / Pit Clerk / Dual Rate Supervisor Sky City Casino, Auckland Dec 1996 – Jan 2000 Interests Badminton, Swimming and Running – I grew up in a fairly sporty family playing rugby, and swimming at a national level. Since college I have always tried to keep fit though there probably is a greater proportion of ‘watching’ sport rather than taking part in it nowadays. Family and friends – are an important and necessary part of my life. Computers – rebuilding old computers as well as an interest in networking and the use of a wide variety of software (audio, graphics, video editing, web-design etc). Referees John James Smith Rose Petal Year 5 teacher Year 7&8 teacher Yellow Primary School Blue Primary School Auckland Work. (09) 222 4444 Work. (09) 112 1112 Home. (09) 321 3214 [email protected] Mob. 021 021 0211 [email protected]