Manjit Bhatia

• Developed strong relationships with students and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
• Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and consequences.
• Enhanced classroom engagement through the use of interactive teaching methods, such as group projects and hands-on activities.
• Maintained accurate records of student progress, attendance, and behavior to facilitate ongoing communication with parents about their child''s educational journey.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success.
• Assessed student performance regularly using both formative (mostly) and summative assessments to inform future lesson planning.
• Assessed student performance regularly using both formative and summative assessments to inform future lesson planning.
• Collaborated with other teachers to plan interdisciplinary units that connected subjects and promoted deeper understanding among students.
• Identified struggling students early on and provided additional support through tutoring sessions and modified lesson plans.
• Continuously pursued professional development opportunities such as workshops or conferences to stay current in educational trends.
• Integrated cultural awareness into lessons by incorporating diverse perspectives and materials into the curriculum.
• Improved student engagement by incorporating interactive learning technologies into lesson plans.
• Designed and implemented differentiated instruction strategy to meet diverse learning needs, enhancing educational outcomes.
• Implemented classroom management plan that reduced disruptions, creating more conducive learning environment.
• Enhanced literacy skills with targeted reading programs.
• Fostered positive learning environment that encouraged student curiosity and critical thinking.
• Conducted ongoing professional development in educational technology, keeping teaching approaches updates and effective.
• Enhanced students' critical thinking and problem-solving skills through project-based learning, mostly in mathematics and English (via research and writing, primarily).

• Developed strong relationships with students and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
• Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and consequences.
• Enhanced classroom engagement through the use of interactive teaching methods, such as group projects and hands-on activities.
• Maintained accurate records of student progress, attendance, and behavior to facilitate ongoing communication with school leadership and parents about their child's educational abilities, successes and needs (by way of advice).
• Assessed student performance regularly using both formative (mostly) and summative assessments to inform future lesson planning.

Was offered and took several short-term contracts since 2018 and one full-year contract (2022) as a Science NIT teacher.

As TRT, I mostly taught the middle and primary years but also had a number of stints in R-1 year, Year 1-2, Year 3-4 (mostly) and Year 5-6 (mostly).

Where I had NIT allocation, I either marked student work, prepared lessons or volunteered to relieve teachers in other classes if they need one-lesson relieving.

Undertook Physical Ed. role when needed. Set up equipment, put away equipment, and besides P.E., also engaged students in health science lessons.

Also volunteered to help teach weak students and extend promising ones a couple of hours per week, time permitting.

• Primarily a relief teacher.
• Undertook classes from Reception to (then) Year 7; middle primary and upper primary years predominantly (Year 4-7, before Year 7 was designated high school year).
• Actively taught all subjects but became known for math, English, science, HASS and P.E. teaching.
• 2013-14: a number of short-term P.E. contracts.
• 2013: Asked by its then principal Vonnie Dolling (ret'd) to take a Year 6-7 class for a teacher on long-service leave throughout Term 4.

• Relief teaching at various southern metropoitan schools, such as McLaren Vale Primary, Port Noarlunga Primary and Hachham West Primary.
• Learned to develop classroom management strategies, especially at Hackham West, where I tried to teach students self-regulation, the values of self-discipline, respect, and develop in them curiosity and offer them learning opportunities that can be built upon by them independently (though not without my supervision and advice).
• These are the schools where I effectively cut my teaching teeth and learned the importance of planning, strategising, prepare backup plans, and learning to engage students as much as possible by varying content they could learn and slowly master.
• Building curiosity in students is the key to learning, which allowed me to be their mentor, to lead by example, to let them explore the world around them, encourage them to ask questions and research using sensibly and responsibly whatever technology was at their disposal while respecting school property in accordance with the school's motto.