CLASSROOM MAESTRO

My passion for music was ignited as a student at Wenona, where I explored cello, piano, and bass guitar before focusing on voice. I was grateful to be surrounded by incredibly gifted peers and to learn from an outstanding Music Department - people like Ms Kim Lemon and Ms Bridie O’Mahony, who were so full of energy and dedication. Observing them, I realised that I, too, wanted to share my love for music with future generations.

I was incredibly fortunate to gain entry to the prestigious Sydney Conservatorium of Music, where students come from all over Australia and the world. From my peers, I learned motivation and a strong work ethic; from the teachers, with their vast experience, I learned not only musical and performance skills but life lessons that you can’t train or practice for - professionalism, goal setting, and consistency.

When I graduated, my desire to be a Kindergarten to Year 12 Music teacher was still firmly in place.

During the pandemic, I took on various teachers’ aide roles, including at Wenona. When a permanent teachers’ aide position opened up for this year, I eagerly applied … only for Dr Scott to suggest I take on the challenge of a Year 3 classroom.

At first, the idea was daunting - could a musician at heart adapt to teaching generalist subjects? It was difficult to imagine how vastly different my experience in the classroom would be. As a Music teacher, I was used to focusing solely on a student’s musical growth. As a classroom teacher, I would be their go-to person for everything, from academics to friendships and playground incidents. It was a completely different world, but there was something very enticing about this career pivot.

Thankfully, with support and guidance from an incredibly experienced Junior School team, and an excellent handover, the transition has been smoother than I could have imagined. My own Wenona education prepared me well for the English and Mathematics elements of the curriculum and I discovered an enormous joy in watching my students gain confidence and need me less.

Despite the change in subject, there are so many moments each day that remind me of why I chose to teach. I love experimenting with new approaches to teaching and responding to the energy and enthusiasm of my students. I learn so much from them each day, and am constantly collecting new, effective strategies to store for later use.

The connection between teaching and performing has proven an unexpected surprise. Shortly after the school year began, I expressed to my family that it felt like an eight-hour performance each day - and it truly does. From the moment you see the girls lined up, it’s just like a show. The morning is an overture, as you go through everything you rehearsed and practised in your head the night before. The afternoon concludes with a final curtain, leaving you with a sense of fulfilment and pride, knowing you’ve positively impacted the lives of others.

I love the rare combination of continuation, consistency, and diversity I have discovered with primary teaching. Getting to know the 24 students in my care and watching them as they embark on their individual learning journeys, has given me an immense sense of fulfillment and pride. I have learned that I love the programming and designing of lessons; dreaming up activities that are rich and beneficial and being transdisciplinary in my approach, in line with the International Baccalaureate Primary Years Programme. That is something I had never experienced before – as a Music teacher, you are somewhat isolated within that domain. I am hoping that eventually, I will be able to work my way up to curriculum design or head of teaching and learning, the kinds of positions where I can have a little bit more oversight and the ability to support other teachers as well.

I know my career journey has only just begun but already it feels like a lesson in trusting your instincts and embracing change, and a reminder that the most fulfilling paths can be the ones we least expect.