Ms Hannah Yeow joined the faculty at Barker College at the beginning of 2021 as a Year 6 classroom teacher. One of her highlights at the school has been making the transition from teaching Year 6 to teaching Kindergarten kids.
WhichSchool?: What are the top three highlights you’ve experienced as a teacher at Barker College?
- Somerset Camp with Year 6: One of my most memorable highlights was participating in the Somerset camp with my Year 6 students. Spending three nights camping outdoors was an incredible experience. I loved witnessing the students overcome physical and social/emotional challenges to come together to work effectively as a team. It was rewarding to see their growth in resilience, open-mindedness and teamwork.
- PYP Exhibition Process: Another highlight was being involved in the Primary Years Programme (PYP) exhibition process. Guiding students as they inquired into their curiosities about the world and explored ways to take meaningful action was truly inspiring. It was a privilege to help inspire and foster and see their creativity and critical thinking skills in action.
- Transition to Kindergarten: Professionally, one of my top highlights has been making the transition from teaching Year 6 to Kindergarten. I have thoroughly enjoyed the challenge of adapting my teaching strategies and learning experiences to meet the diverse needs of a younger age group. It has been fulfilling to see the impact of these tailored approaches on my students’ learning and development.
WS: What makes the school different from other schools?
Ms Yeow: One of the standout features of our school is the wealth of opportunities available for both students and staff to pursue their interests. For instance, I have thoroughly enjoyed my time running the Footprint Club in Barker’ Junior School. It has been incredibly rewarding to see students take initiative and action to care for the environment and contribute positively to the school community.
Additionally, the size of our school allows children to explore and discover their interests, while engaging with a diverse range of staff members, including linking in with the high school teachers at times. This fosters a supportive and inclusive environment where every student can thrive in a wider community of learners.
Furthermore, being a PYP (Primary Years Programme) school means we have a student-focused approach. We strive to foster international mindedness within our students, encouraging them to follow their curiosities in order to build their knowledge and understanding of the world. We aim to develop reflective learners who take action on the things they care about.
WS: Why is the school a great place to teach?
Ms Yeow: The school is a great place to teach as we prioritise a student-focused approach. We provide opportunities for children to inquire and build on their desire to learn through authentic and meaningful connections to their learning. This approach fosters a love for learning and encourages students to become lifelong learners.
Additionally, there is a broad range of expertise within our staff, which creates numerous opportunities to learn from each other. This collaborative, supportive environment allows teachers to grow professionally and share best practices, enhancing the overall teaching experience.
WS: What are some of the challenges faced by teachers in the primary sector?
Ms Yeow: One of the significant challenges faced by teachers in the primary sector is the constantly changing expectations. Teachers often have to keep up with evolving curricula, teaching methods and assessment standards, which can be demanding and require continuous professional development.
Another challenge is the high expectations placed on the ever-expanding role of a teacher. Beyond academic instructions, teachers are expected to fulfil various roles to meet the needs of the students. Balancing these diverse responsibilities can be quite challenging and require a broad skill set.
Additionally, teachers must be equipped to deal with social and emotional challenges that students face. This includes managing classroom dynamics, supporting students’ mental health, and fostering a positive and inclusive learning environment. Ensuring that teachers have the necessary training, resources and support to handle these aspects is crucial for our personal effectiveness and wellbeing, as well as that of our students.
WS: Tell us about your approach or philosophy to teaching?
Ms Yeow: I have a deep-seated passion to provide quality education and support for all my students, regardless of their varying levels of ability. As Albert Einstein said, “Everyone is a genius. But if you judge a fish on its ability to climb a tree, it will live its whole life believing it is stupid”. As an educator, I hold a firm belief in the ongoing development and support of all students in their pursuit of individual academic, social and emotional goals.
I believe children learn best through taking risks, making mistakes and celebrating achievements. Therefore, I strive to establish a safe, supportive and caring environment, where children feel able to take risks in their learning and flourish as passionate and curious individuals. To achieve this, I aim to provide a challenging and stimulating classroom where students can ask questions and problem solve through authentic and inquiry-based tasks. I strive to facilitate learning by incorporating children’s natural curiosities, providing them with a platform for meaningful learning in a safe, supportive, enriching and inspiring environment. I value children’s efforts, progress and skill acquisition, rather than simply the outcome or product of a learning experience.
To create this environment, my classroom management style focuses on the use of positive psychology and the desire to see all students achieve their personal best. I believe in using positive behaviour strategies and individualised learning plans to foster student growth.
Fundamentally, the key to supporting students is by possessing a strong sense of who they are. To that end, I seek to build strong and positive relationships with all students in my care, through involvement in a range of school activities, playground interactions, and by building and maintaining strong relationships with parents and carers.
WS: Did you have a teacher that inspired you? Tell us about them, and how they inspired you?
Ms Yeow: A teacher who inspired me was my Year 11 and 12 Design and Technology teacher, Stella O’Toole. Her passion for design was evident, and she had an incredible ability to share her skills and knowledge with our class, making learning both enjoyable and engaging.
What I admired most about Ms O’Toole was her dedication to continuous learning. She was always picking up new techniques and staying updated with the latest techniques in textiles, and she would share her discoveries with us. This kept our lessons interesting and showed us the value of lifelong learning.
Ms O’Toole’s compassion and genuine care for her students was truly motivating. She had a special ability to connect with each of us, understanding our strengths and areas for improvement. Her encouragement was constant, and she pushed us to set and achieve more ambitious goals. Her belief in our potential made a huge difference.
In essence, her dedication to her craft and her students left a lasting impact on me, and I carry the lessons she taught me into my teaching career.
