Graduate attributes I identify with most

Critical thinking and ethical leadership

In my teaching, I frequently incorporate activities that challenge students to think critically and apply their learning to real-world contexts. For example:

Critical thinking: In my second year module at UWC, I designed assignments where students engage with constructs like identity. This encouraged critical engagement with societal norms and challenged students to consider diverse perspectives. 

Ethical leadership: As part of my role at SU, I mentored postgraduate law students who worked as writing consultants, equipping them with strategies to facilitate discussions on sensitive topics like diverse cultural beliefs in a respectful manner.

Global citizenship and effective communication

My focus on inclusivity and communication aligns with these attributes:

Global citizenship: I integrate diverse literary texts and encourage discussions that reflect on global and local societal issues. For instance, my class discussions on youth literature often examine the role of storytelling in fostering empathy across cultural boundaries.

Effective communication: I guide students in developing academic literacy by incorporating writing interventions into the curriculum, emphasising structure, clarity and audience awareness.

Inclusive learning environment

I am committed to creating a learning environment that is safe, inclusive, and supportive. My approach incorporates the following principles:

Critical awareness of contexts:

During the COVID-19 pandemic, I transitioned to online learning, ensuring students had access to recorded lectures and digital resources. This flexibility helped accommodate diverse needs, such as limited internet access or family responsibilities. I adapted assessments to include open-book formats, allowing students to demonstrate their understanding without the stress of traditional exams.

Encouraging interaction and collaboration:

I encourage peer-to-peer learning by organising group projects that foster collaboration. For example, students in my Afrikaans method module worked together to design lesson plans, combining creativity and pedagogical theory. My feedback sessions are interactive (using Mentimeter and Microsoft Forms, for example), providing students with opportunities to clarify doubts and reflect on their learning journey.

Promoting motivation and safe engagement:

I create an environment where students feel valued and respected. Icebreaker activities and reflective journaling at the start of modules help build trust and rapport. My approach to sensitive topics, such as gender and identity, ensures students feel safe sharing their perspectives without fear of judgement.