Felicity Otrupcek

• As a teacher of students who were both day students and boarders, it was important to develop a relationship with each student. Influenced by Dr. Ross Greene's research, I follow a philosophy of regulate, relate, reason. This allows me to reach a point of being able to reason with, or teach, my students.
• Use of many concepts of multimodal to convey information, including the lesson intentions and success criteria.
• My students are encouraged to give input into their learning, and feedback on what works for them, then I incorporate this information into the structure of my teaching delivery.

The classes were comprised of high school students who were academically at various primary school levels.

Differentiation was paramount in this position, as in my Year 7 math class, there were seven different curriculum levels, from Partial Prep (Partial Reception) through to Year 3 level. This was one of my five classes, for which I had sole responsibility for the planning, assessment, marking, reporting, and conversing with the parents/caregivers of the students.

These Year 2 students had kinetic starts to their mornings by using Auslan to sing the alphabet, for which they loved to take turns standing up at the front of the class.

I took this class from the beginning of the year to the end, with a teacher's aide four days a week. This allowed me to see the students' progression and growth in order to tailor teaching schematics to their needs.

District Relief Teacher, based at Kuranda and accessed by surrounding schools in the district for all primary school year levels and positions.

Term 3 - Year 3

Term 4 Year 1

Maintaining the established daily structure of the classroom and behavioral management, I stepped in for an employee on long service leave and maternity leave.