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I am an experienced secondary school teacher who has taught with the Ministry of Education in Singapore for about 7 years, before my present role as an English as an Additional Language (EAL) teacher for the Australian Victoria Certiﬁcate of Education (VCE) teacher in Zhuji, China. In both my roles, I taught language and literature. I previously graduated from Nanyang Technological University, Singapore, studying BA Education (Secondary Specialisation). I did my major in English Literature and a minor in English Language. Throughout my degree course, I developed skills in pedagogy, classroom management skills, along with skills in developing age-appropriate, sound, and engaging yet challenging summative and formative assessments.
Currently in China, I work for Hailiang Foreign Language School in Zhuji, Zhejiang. The school started the Australian VCE program in 2017 and I joined the school as the ﬁrst foreign teacher for the EAL subject. The EAL incorporates both aspects of the subject - language and literature. I’ve successfully brought my students’ critical thinking and language analysis skills up to par when we were studying these texts in EAL: ’To Kill a Mockingbird by Harper Lee’, Twelve Angry Men by Reginald Rose, Ransom by David Malouf, and Invictus by Clint Eastwood. I believe critical thinking is at the center of 21st century skills, and literature achieves this aim.
During my time with the Ministry of Education (Singapore) from 2011-2017, I taught in a top all-boys’ school, Victoria School. I taught both the Cambridge GCE-O Levels and the Integrated Programme (IP), targeted at higher ability students. The main role I played was as a curriculum coordinator for both the Cambridge GCE-O Levels and IP. As such, I am skilled and consistent in making sound teaching plans and resources. I have knowledge of designing engaging materials and employed authentic use of resources for language learning, such as using Nelson Mandela’s speeches to teach persuasive and metaphorical language. As a means of teaching Literature in context, I have also previously designed ’Poetry across Time’ where my students were required to compare war poetry from WWI right up to modern Syrian ones. Other lesson formats and tools I’ve employed for teaching that are eﬀective to both native English and second-language learners are Kahoot!, Literature circles, and gallery walk for projects.
In terms of assessments, I have the ability to design examination papers that are challenging with age-appropriate texts and level. I have also designed speaking assessments such as memoir-writing and assessing students via home-based assignments comprising of 3D-model projects. In written assessments, I also have extensive knowledge and experience in creating English text comprehension papers to listening tasks to analysing political cartoons.
In the past 3 years of my career, I have had the privilege to be awarded with a ’Kind Teacher’ award in 2017 (Singapore) and an ’Outstanding Teacher’ award in 2018 (China). These awards, I believe, are just representations of my educational beliefs: giving utmost care and support to one’s students, and continually expand knowledge on how to make one’s teaching more eﬀective.
I do believe my experience has allowed me to better appreciate the needs of both high-ability learners as well as the weaker learners of English. I look forward to speaking with you to discuss your school’s speciﬁc needs. Thank you for your consideration of my application.