I enjoy using up all the leftover ingredients in the kitchen to make an improvised dinner.

I like learning about students’ interests so that I can incorporate them into lessons, if appropriate.

Here is a picture of my beloved dogs.

I intend to research how I might teach Year [?] students at [Redacted school name] about the massacres of First Nations peoples.

My favourite way to build relationships with my students is by trying to learn and understand their interests.

For my current inquiry topic I am thinking about either: 1) how to support students with math's anxiety or 2) how to develop self-efficacy for students learning mathematics.

Learning names is number one for connecting with students but also I like to hear about life outside of the classroom - student’s families, interests, what they did on the weekend etc. - to give context for our learning.

My topic will be framed around examining my place as a non-Indigenous person working in schools where the majority (or total) cohort is Indigenous students.

My preferred approach to connecting with children involves immersing myself in their world, participating in their play, singing and dancing along with them, and most importantly, actively listening to each child's thoughts, interests, and stories that they bring with them. I believe that it is also essential to communicate with children by understanding their non-verbal cues, gestures, and body movements.

Through this capstone project, I am intending to explore further on how to enhance my teaching practice to create an inclusive learning environment for all children, with a specific focus on incorporating Indigenous ways of learning, culturally responsive curriculum, place-based pedagogy, strength-based approaches, and on-Country learning experiences. I will work towards providing social justice for Aboriginal and Torres Strait Islander children and families whereby ultimately, this capstone project will prepare me to contribute effectively to the Reconciliation Action Plan program at the centre where I teach in the future.

I would like to focus my inquiry around investigating different approaches for ‘behaviour management’ within classrooms, focusing specifically on how as an educator, I can establish meaningful connections with students facing disadvantage or trauma outside of school – external factors which may impact students’ behaviour, learning opportunities, access to education and engagement. This may involve exploring trauma informed approaches to teaching aimed at addressing the unique challenges faced by students living in disadvantaged or trauma affected circumstances and exploring strategies for creating a classroom environment where students feel valued, encouraged, and empowered to learn by prioritising their well-being. This may extend to an investigation into the correlation between disadvantage and/or trauma and behavioural patterns within the school environment, delving into the critical link between student behaviour, relationships with learning and the influence of backgrounds marked by disadvantage or trauma, with a focus on discovering/researching pedagogies that foster meaningful teacher-student relationships (that encourage learning and resilience).

(sorry for the lengthy paragraph, i'm still trying to get my head around it so it might be a bit of word vomit)

I am really interested in exploring best strategies for teaching EAL/D children in a mainstream English classroom. This question is important to me as I have seen in my placements how these students can be left behind when a teacher is not aware how to best differentiate their teaching. I also found it difficult to juggle the demands of all learners with different languages and proficiencies. I am also interested in intertwining the concept of wellbeing and resilience into these questions but haven't quite worked out how to do that quite yet!

For me, connecting with students and relating to them is the way I build relationships with them. I find that when they feel as though they have things in common with you and see you as a more than just their teacher who has been assigned to them, they're more comfortable and motivated to give everything a go.

For my Capstone, I am interested in investigating the ways my teaching practice and teaching practices in general can increase school attendance for Aboriginal and Torres Strait Islander students. I have family who are currently experiencing this so it is something that's close to me.

Look forward to meeting you all!

Explicit teaching is the main approach in Asian classrooms. Since coming here, I've seen incredibly rich differentiation and authentic open-ended teaching. For my capstone, I am keen to explore the perfect balance between these two teaching approaches. Get in touch with me at laveena.kukanesan@student.unimelb.edu.au if you think we'd make a great team!

I completed my honours thesis in 2007 and became addicted to research since then. My plan is to do my PhD next year!

I'm also a parent to 2 children who have taught me more about the world and myself than I ever thought possible!

I'm interested in the teacher's experience, specifically teachers with disabilities as I myself have several conditions that make it difficult for me to navigate the world.

I am really looking forward to working with 'critical friends' to develop both my and their projects.

I am wanting to deepen my understanding for how I as a non-Indigenous teacher can authentically and appropriately support Aboriginal and Torres Strait Islander perspectives, culture and history in the classroom. I feel this is significant as I worry there are significant and dangerous gaps in inclusion and recognition of Aboriginal and Torres Strait Islander perspectives in schools.