# data[].attributes.body
Standing up for my role and responsibilities, I feel that I take on significantly more tasks than others, yet I don’t receive recognition or additional time to complete this extra workload.

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Throughout high school, there were several instances of bullying that I actively stood up against and ensured that adults became involved. I believe my acts impacted the bullies, those that stood by and accepted the bullying, and the victims.

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When I was younger, I wouldn’t do what those around me were doing. This meant they thought poorly of me, but it was nice to hear years later that they admire it about me now because they knew I was doing a good thing for myself.

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Speaking up against staffroom gossip about particular students. Discouraging the negative chat and making them see this in a different light. 

# data[].attributes.subject
Speaking up against staffroom gossip about particular students. Discouraging the negative chat and making them see this in a different light. 

# data[].attributes.body
I often find it hard to go against the grain as an early career teacher. There are many of my colleagues who are very set in their ways and throw subtle judgement when someone steps out of our office norm.

I also think we as teachers are not praised for our successes, and it is just as hard to acknowledge the benefit when someone goes against the grain as the act itself

# data[].attributes.body
God is as real as the air I breathe. I see God’s presence and in the people around me through their actions.

I know that God is watching over me and guiding me in my life.

# data[].attributes.body
When I go to Church with my students and we sing songs about being part of 'a family' - these experiences enhance my faith and make me feel a part of the Catholic community.

# data[].attributes.body
The story of healing from wounds resonated with me. I experienced some challenging times during my teenage years, so I faith was present here to get me through.

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I witness God in the reflection of my life. Wounded times and in times of healing. As I reflect back I believe in timing and the why things happen, even when you can’t seem to make sense of why in the moment. Each wound that is able to heal enables me to be a better and stronger person.

# data[].attributes.body
I offer a positive interaction for students. I try to greet each student with a “hello” and a smile to ensure students have a positive experience in their morning/day.

A listening ear for students to vent and have a safe place for their issues.

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I offer kindness, empathy and understanding.

The lord has given me the gifts of creativity, resourcefulness and strength.

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Showing my students that I am a teacher and a person. I invite students to learn about my hobbies (music, hockey, love of animals). In turn, I try to take an interest in my students hobbies and life. I try to show them that I am just as much of a person as they are :)

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Kindness- ability to be kind and show kindness through meaningful and real interactions with others.

Empathy- guiding and accepting students to be empathetic and show empathy in all interactions.

Vulnerability- showing kids that it is okay to show vulnerability and that we are all humans.

Teaching kids that what we do in life isn’t for recognition, we do things out of our heart with good intentions.

Finding common interests with children and building bridges with these children around these.

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When I teach curriculum areas that are my own personal interests (such as writing, art, reading picture books) I know my own teaching 'lights up'. The students seem to 'light up' in response to this and I see them more engaged in the content. I believe this passes on my own values of lifelong learning and enthusiasm for understanding the world around us.

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i bring positivity, enthusiasm and relatability. I was never the super smart or super sporty kid. I struggled at school at times which I find can help me assist the students who need a bit of extra support like I did. I am enthusiastic about supporting students mental wellbeing and helping them get the absolute best out of school in every aspect, not just academically.

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The ability to always have a go and to never be scared of failure. We never fail. We only have opportunities to develop and grow. I focus on fostering their confidence within themselves and their abilities.

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Sports, learning new skills and showing students that even if we have been practicing for a long time no one is perfect at anything.

Having respect and patience for one another when someone may not been a quick or good at a skill as you help them out and allow them a little more time.

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A love of sport, gratitude for our ability to move and being active.

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Resilience, dedication, enthusiasm, determination and commitment. 

# data[].attributes.subject
Resilience, dedication, enthusiasm, determination and commitment. 

# data[].attributes.body
I try to make my learning as fun a possible, this is done in a range of ways, but mostly through meaningful learning experiences/opportunities.

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Resilience, dedication, hard work, the ability to listen and not judge.

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Advocating for change that is in the best interests of students, but goes against what is the norm or the process that has been followed for years. It feels very uncomfortable, but some little shifts can happen and that’s really positive.

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Refusing to drink and drive (any alcohol, not just below the limit) with my son in the car. Familial pressure didn't make this easy, but I have since gained the respect and reputation for that choice.

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Having to stand up for those in the faculty I belonged to, when the Curriculum Leader was no supporting them in the way they needed. Having to have a one on one conversation to make them aware of the situation was not easy. Especially being a graduate teacher at the time.

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Disagreeing with past ways of doing things in the best interest of my wellbeing and the students wellbeing.

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I am practicing this skill within my sporting context - pushing against teammates talking about others or not respecting umpire calls. I hope the build confidence in this area to bring in my profession where needed

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I grew up as part of a church community, which was really focused on community and service to the most vulnerable. I think this gave me a sense of purpose to fall back on during my own difficult times.

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I know God to be a constant observer and guide in my life - whether I am listening or not, His spirit is present.

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People’s kindness to others in moments of utter despair, anger and sadness is a gift that proves love is abundant and powerful.

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I believe everyone has their own relationship with God and for me, my relationship with God is very important. I acknowledge my relationship with God by praying and thanking God for everything he has done for me. By praying, I can be thankful for my relationship with God as well as reflecting on everything I am greatful for, thanks to him.

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I have had struggles with my faith. God was not a major part of my childhood and adulthood outside of attending a Catholic school. I have moments of inspiration where I can feel faith working through me, and then moments where I feel lost and devoid. Keeping up with his message and guidance helps at certain times.

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My faith was stronger as a child and in my early twenties, when I attended Mass every week. I now consider myself an agnostic, as over time some of the sermons delivered grew further and further apart from my own views and values. I still try to model the teachings of Jesus in all of my actions for my students, even if it is not consciously or in his name.

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Through school, attending a Catholic school my whole life has provided me with many opportunities to engage in Gods calling. With busy days now as a teacher, I find myself reflecting on how I can provide these opportunities to my students through prayer and reflection.

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I have grown up as a child in the church, surrounded by Christian friends and family. God has always felt very real to me and a source of comfort and love and support.

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My experience of faith has been through Catholic schools - as a student and now as a teacher. As a student, teachers wanted to know me and my story. They saw my wounds and allowed me to have a safe environment. Now as a teacher, my colleagues see my wounds and provide safety and assurance.

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Modelling consistent high expectations (for all people), open mindedness, empathy, humility and genuineness. We don't all have the answers, and being curious and develop a love for learning can help us always learn and grow throughout life, beyond the season of school.

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Social justice values and a desire to see students thrive in a classroom that supports and includes all.

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Warmth, passion for the subject I’m teaching, interest in student’s lives, reading, AFL :)

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I try to converse with my students early to get an idea of who they are as individuals. I have a genuine interest in their hobbies and life outside of school, which I think helps build relationships and trust. This helps because I feel they know that I have that care for them which can help with their confidence and learning

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I try my best to be my true self and show my silly side so that students are able to connect with me. I enjoy singing and dancing in front of them (and with them), to show that it’s a special thing to be yourself!

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I enjoy connecting with kids through play and laughter. Games are a great way to teach skills such as resilience and teamwork, all essential for a fruitful classroom community.

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A passion for games and food, though that can be tough to share with ten year olds whose favourite food is chicken nuggets.

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I find that if find ways to make the lesson content/teaching fun for me, then it will in turn make the kids have fun as well. Kids will mirror the mood and energy of what I put out.

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Motivation, Encouragement and ambition. This comes from asking students their goals and aspirations after school, this encourages them to have goals and adopt my values as they are working towards something. This also encourage students to begin reflecting on their own talents and gifts and how the could use them to navigate the direction of their lives

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I value humour - I am able to build bridge with my students by inviting them to laugh and making them feel comfortable in the classroom and in my presence.

I also value curiosity- I am curious about their lives, and model this, where then students become curios about my world and the world around them.

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Creating a safe space, where students can feel comfortable to share their interests. Being open and approachable, while also being curious.

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Love of reading and learning. A safe, encouraging space for students to do their best (whatever that looks like).

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Through the Making Jesus Real program

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Encouraging students to identify saintly behaviour in persons they regularly come in contact with.

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Encouraging students to identify saintly behaviour in persons they regularly come in contact with.

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Sharing stories from the scriptures about the lives of the saints and making connections to contemporary ideas of saints.

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Explore the lives & stories of the saints that will resonate with students. Help students realise that they were simply ordinary people, like us, who chose to do extraordinary things.

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Becoming more involved in the community- Slavos, Vinnies, attending Mass etc.

Engaging in daily prayer with your students, liturgies and Mass.

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As an early career teacher my teaching experiences are showing me the value of my service to the students.

# data[].attributes.subject
As an early career teacher my teaching experiences are showing me the value of my service to the students.

# data[].attributes.body
using a Saint in each topic - discuss their story together as a preface to a relevant topic

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Allowing time to slow down and be present to the connection with others in everyday life - children, parents, colleagues, family and the wider community.

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reference Saints when giving examples during direct instruction and during class discussion times

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Using role models as examples

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Sharing stories of the Saints and making connections with the students that they can identify with

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Looking at examples of people who have chosen to be single minded in their commitment to make life-giving choices in their interactions with others

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Follow the good examples of the Saints and incorporating these into daily life.

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integrate Saints into each unit, via scripture discussions?

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Listen and practice with people in my community

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Teaching about the good that has been done through these people

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Find some Saints that are relevant to the kids and then use them as examples of how to be good people.

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Connecting with my local community and being open minded

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Using examples and stories in our reading fluency passages on occasion. Talking about feast days and who they are for, what examples have been set for us.

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Volunteer to do God's work with like minded & faith-filled others e.g. feed the homeless with the Vinnies Soup Van.

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Getting involved with community initiatives, such as Helping Hands

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Follow in their footsteps to best guide students into a life of faith to their God.

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God is leading me by surrounding me with diversity and opportunities to embrace my Christian community

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by taking small steps or small moments to reflect or ask for support through prayer or via others in Catholic community

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Gaining more understanding of the catholic faith

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Encourage students to engage with the stories of modern day role models.

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Encourage students to engage with the stories of modern day role models.

# data[].attributes.body
I try to enter the community by supporting students through their Sacramental journey - attending their Confirmations and Eucharist sessions, celebrating them afterwards

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Connecting at a deeper level to listen to the ways that others are encountering Jesus in their lives

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Looking at and talking about the little things and how they can all add up

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Following their good examples and works, highlighting their good examples to students.

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Connect into the parish of the College and my local community more regularly

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Being open minded and connecting with different people.

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"God doesn't yell he whispers" to explain that God shows himself in small ways that we need to slow down and look for. Helps students to calm the noise and listen to the whisper

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Taking the time to be the calm, and enabling the time for students to be calm

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Modelling - showing love, forgiveness to my students.

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Modelling - showing love, forgiveness to my students.

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Encourage them to be opened minded and willing to practice faith

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Pray for them often, and ask Jesus to reveal himself to them. Also, give them opportunities to develop their own prayer life.

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Helping them see beyond the surface of experiences

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Being open to all opportunities and be willing to experience encounters with Jesus

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Being open to all opportunities and be willing to experience encounters with Jesus

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By allowing time and space to be present to Jesus.

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By allowing time and space to be present to Jesus.

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Provide tangible opportunities to do God's work e.g. assist those in the community in need.

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By being a positive role model to the students

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Teach students to reflect on aspects of life where Jesus could be present

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By regularly finding moments of stillness each day. By seeking time alone in nature. By finding time when your thoughts can roam freely.

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By regularly finding moments of stillness each day. By seeking time alone in nature. By finding time when your thoughts can roam freely.

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Help them to identify the wins and challenges in their lives, and connect with God and Jesus through thanksgiving and prayer.

Modelling kindness, gratitude and reflection.

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Providing time and space to be reflective in prayer

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Be open minded. Be curious. Be on the look out & notice all that is around e.g. in the environment, in the community & in society as a whole.

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Be willing to let him in, listen and open minded

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Being open-minded and taking time to be reflective and still in the moment.

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Be reflective and open

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Being open minded and grateful

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Taking time to be still. Open to experiences and those of the people around you

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My modelling kindness, patience and humility.

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My modelling kindness, patience and humility.