Can you describe your experience working at Hornsby Girls High School and how it prepared you for a full-time teaching role?
- Worked under experienced teachers and the English faculty @ HGHS
- Teaching assistant to teachers, seen their ext prep process, how they manage classroom pacing & behav
Q related to Samuel Gilbert
I’ve been placed into the casual teachers roster, but haven’t been called in yet
- if teachers are sick or on leave I will be called in
You mentioned preparing lesson plans at Hornsby Girls High School. Can you walk us through how you design a lesson plan for an English class?
- identify learning objectives
- understand how visual and textual elements work together to convey meaning in picture books
- narr structure, vis storytelling
- apply this knowledge by creating their own picture book
- consider student needs
- some students may excel at writing but need support with the visual aspects, while others might be strong in art but need help structuring their story
- engaging introduction, content & interactive activities
- introducing students to a variety of picture books
- making storyboards, using art supplies, etc.
- assessment & feedback
How do you ensure that your lessons are engaging and cater to different learning styles?
- variety of teaching styles for diff learning methds
- start with a vis aid, such as a vid clip or an img that relates to the text we’re studying
- auditory lrners: class discssions
- kinaesthetic lrners: acting out scenes - interactive presentations, online quizzes, collaborative tasks
What methods do you use to help students develop confidence in public speaking at Baulkham Hills North Public School?
- create safe environ (pos feedback, make mistakes good)
- gradu prog (partner speaking actvties -> class pres)
- engaging activities (impromptu speeches, storytelling games, light debates)
teach deliv skills, mock speech events & feedback, reflection
How do you tailor public speaking lessons for younger students versus high school students?
- youngr students: fun, shorter activities
gradually building up difficulty - hgh school students: real world topics, keeps engagement up
tailor feedback to age level
As an English tutor, how do you adapt your teaching to the individual needs of your students, especially HSC candidates?
Can you share an example of a student you helped improve significantly in reading or writing skills?
Student was struggling with writing structured essays in preparation for the HSC
- responses lacked clear arguments
- found it challenging to manage her time during exams, often leaving essays unfinished
First, assessed strengths: had strong ideas but needed help organizing them logically
- provided her with essay templ, exemplar responses
- writing clear thesis statements, topic sentences, and cohesive paragraphs
- specific tailored feedback
BIG improvement
went from B5 to B6 marks
What does receiving the Commonwealth Teaching Scholarship and the NSW Teacher Education Scholarship mean to you, and how has it shaped your teaching approach?
incredibly meaningful to me, both as a recognition of my potential and as a motivation to continually grow as an educator
- instilling a deep sense of responsibility and commitment to educational excellence
- influenced how I approach teaching by reinforcing the importance of adaptability and lifelong learning
- deepened my passion for education and strengthened my resolve to become a teacher who leaves a meaningful impact
Can you elaborate on your experience being longlisted for the Dymocks Writing Competition? How has your writing background influenced your teaching of English?
- deepened my understanding of the writing process. I learned the importance of drafting, revising, and receiving feedback, which I now emphasize in my classroom.
- helps me foster a more empathetic and encouraging environment for student writers. I understand the vulnerabilities that come with sharing personal work, so I strive to create a safe space where students feel comfortable expressing themselves and taking creative risks.
- my experience with the competition allows me to provide real-world context when discussing writing techniques and styles. I can share insights about what worked for me in crafting my narrative and how specific literary devices can enhance their writing. This connection helps students appreciate the relevance of their learning and motivates them to pursue their writing passions.
Can you tell us a bit about yourself and your achievements?
Leyi
ATAR 99.1
Comm Teach Schol, NSW Teacher Education Schol
- always had a passion for teaching, knew I wanted to become a teacher
- someone who’s always learning, open to feedback and genuinely passionate about making a difference in education, both in theory and in practice
- would love to combine theoretical research and practical methodology, have been accepted into a research scholarship program at USYD
What is your teaching philosophy, particularly when it comes to teaching English?
How do you foster a love of literature in students who might find reading difficult or boring?
How do you manage classroom behavior while keeping students engaged in learning?
- clear class rules and routines: no talking when teacher is talking, first ten minutes quiet reading time (esp works after lunch)
- I often use non-verbal cues, such as hand signals or specific gestures, to redirect student attention or signal when it’s time to refocus
- ‘talking stick’ method
Can you share a time when you had to handle a disruptive student and how you addressed the situation?
Teaching Year 7 poetry (small grp tutoring class)
- class restless/distracted/constantly talking
- one student constantly questioning why the class was taking place
- decided to incorporate more interactive and creative approaches. I introduced a ‘poetry slam’ (from POV of duchess in my last duchess)
- ‘talking stick’ method
How do you assess student progress in reading and writing, and what kind of feedback do you provide?
What strategies do you use to ensure students develop critical thinking skills in English?
How do you differentiate instruction for students with diverse abilities, especially those who are advanced versus those who need extra support?
Can you give an example of how you’ve included students with different learning needs in your classes?
How do you incorporate technology into your English lessons to enhance learning?
Highly proficient with Google Classroom, Kahoot, Menti for student engagement, finding videos and podcasts to supplement traditional texts and increase engagement
What are your thoughts on using digital resources like e-books, online quizzes, or discussion forums in teaching English?
How do you work with other teachers to create an interdisciplinary approach to learning, especially in subjects like Drama or History?
Can you describe a time you collaborated with a colleague to improve your teaching or to support student learning?
@ hghs
Picture book unit
- teacher (colleague) in charge of written narrative storytelling component
- I emphasized visual storytelling—such as how color, framing, and composition influence meaning, working one on one with students/groups of students
- This collaborative approach ensured that students were engaged from both an analytical and creative perspective, making the learning process more meaningful and enjoyable.
Why do you want to teach at our school (n)?
- I am excited about the opportunity to teach at Northholm Grammar because the school’s values and educational philosophy closely align with my own approach to teaching. What stood out to me is your COMMITMENT TO PERSONALISED LEARNING—the idea of knowing each student individually and nurturing their potential resonates deeply with me. I believe that every student learns differently, and I am passionate about tailoring my teaching to meet those unique needs, helping each learner build confidence and achieve their personal best.
- The emphasis on ACADEMIC INTENTIONALITY WITH PASTORAL ATTENTIVENESS is something I particularly admire. I see the value in balancing intellectual challenge with emotional and social development, and I strive to create a classroom environment where students feel both supported and motivated to excel. I believe that learning happens best when students feel seen and cared for, which is clearly embedded in your culture.
- Finally, the SMALL CLASS SIZES and COLLABORATIVE TEACHING ENVIRONMENT at Northholm align with my desire to engage meaningfully with students and colleagues. I thrive in environments where I can build strong relationships and continue to grow professionally through feedback and collaboration.
