Growing up surrounded by strong role models, including her mother and grandmother who were both teachers, Halle was inspired from a young age to pursue a career in education. She completed her teaching degree at the University of Technology Sydney while working as a School Learning Support Officer (SLSO). This hands-on experience, combined with her academic training, has shaped Halle into a passionate and dedicated teacher.

What is the best part about being a teacher in a NSW public school?

Having grown up attending public schools myself, I’ve seen first-hand the lasting impact they can have on a student’s life. That’s why I’m so proud to work in a NSW public school to support my own students. I value the importance of fostering a supportive, inclusive environment where every student has the opportunity to thrive, just as I did. Contributing to their journey and being part of their growth is, without a doubt, one of the most rewarding aspects of my role as a teacher.

What has been the most rewarding part of your first year teaching?

The most rewarding part of my first year teaching has been seeing my students grow both academically and personally. It's been incredible to watch them develop new skills, gain confidence and tackle challenges. Small moments such as a student grasping a difficult concept or expressing excitement about something they have just learned are especially fulfilling. Another highlight has been building meaningful relationships with my students and creating a classroom environment where they feel safe, supported, and valued. For me, knowing that I can positively impact their learning and wellbeing is what makes teaching so worthwhile. Those moments of progress and connection remind me why I chose this profession in the first place.

Now that you’re close to seeing out your first year of teaching, what advice would you have given to yourself on day 1, Term 1?

I’d remind myself not to worry about having everything perfect from the start. It’s completely okay to not have all the answers right away and to accept that continually learning is part of the process. I’d also tell myself not to get caught up in small details, like having the perfect classroom or flawless lesson plans. What truly matters is building strong relationships with students, staying flexible, and creating a positive and supportive environment.

What is your most used teacher tool in your toolkit?

Definitely my date stamp. It quickly signs and dates students' work, which helps me stay organised and blitz through my marking. I use it almost every day, and it has become a real timesaver, allowing me to focus more on giving feedback and supporting my students. Simple, but incredibly effective.

How did you build relationships with your students and what did you learn from those interactions?

Early on, I made an effort to get to know my students as individuals, learning about their interests, strengths and areas of improvement. On day one, we started with a yarning circle, where students shared something they did during the holidays. Though a simple activity, it set the tone for an open, respectful classroom culture and allowed students to connect with one another right from the start.

From these interactions, I learned that building trust takes time, but is incredibly powerful once it is established. I also realised how much students thrive when they feel seen and heard. The more I understood their perspectives, the better I could tailor my approach to meet their needs. These relationships helped create a classroom where students felt respected and supported, making them more comfortable taking risks in their learning and confident in their progress.

What classroom management techniques did you find most effective? Are there others you’d like to try next year?

When students understood my expectations and were able to get on board with our shared expectations, that is when we experienced the most success with our learning. However, it takes time as building relationships is key. Once trust and respect were established, students became more willing to engage and meet those expectations, creating a more effective and positive learning environment for everyone.

Working with students across years K-2 has shown me that emotional regulation is a crucial skill that needs to be taught. Many students are still learning how to regulate their emotions and supporting them in this area can greatly impact their ability to focus, engage and succeed in the classroom. Next year, I’d like to incorporate mindfulness practices with the goal of improving both concentration and emotional regulation.

What are you most looking forward to continuing working on next year?

​​I’m most looking forward to continuing to hone my craft as an educator. After one year of teaching, I already feel more confident, and the thought of starting again with a whole new group of students is really exciting. Each year brings new challenges and opportunities for growth and I’m eager to refine my teaching strategies, experiment with new approaches and deepen my understanding of what works best for my students.

To hear more about Halle's teaching journey, tune in to Episode 11 of the Teach NSW Podcast where Halle shares how she creates a culturally safe and responsive classroom environment.
Listen now via Spotify, Apple Podcasts or YouTube.