The best thing about teaching in the Junior School at Edcellent is that it allows me to relive the many moments of wonderment I shared whilst analysing and reading books with my now successfully grown sons. Why wonderment? Because language is the only tool we possess to share each other's feelings and thoughts about our very unique and personal experience of being Human. This is why every piece of writing, whether it is from a child in Year 3 or an adolescent in Year 12 is unique. Novels and books are the only way through which we can have a glimpse of the inner world of the writers who created them. It is a wondrous place. Through words, we resonate with the harmony and contradictions, joy and pain shared by a writer. Using the same words, we tell the world what it feels like to be someone like us. It is through language that we do not feel alone. 

Having worked with students and parents from non-native backgrounds for 14 years, I have found that one of the greatest misconceptions about English and Writing is that it is about vocabulary and grammar, which is like saying Cooking is about meat and vegetables. True, these are the essential ingredients for any language user; and no one needs them more than the IELTS and University-level Foundation English learners I have taught for the last 20 years. Yet these are the very minimal requirements for any student who wishes to excel in their native language. Too often, students lack originality and critical thinking skills.

As a Naplan and Scholarship Test Writing Examiner, I have found that the best pieces of writing are the ones that demonstrate an imaginative, curious, wise, impassioned and compassionate mind. To cultivate such minds, Primary and Lower-Secondary levels students need to be introduced to the implicit messages and conventions of story-telling and persuasive prose. They need to experience deeply how words and syntax, imagery and figurative language are carefully weaved together to create a unique experience for the reader.  These skills are later honed and developed for the four Units of VCE English. Many of the VCE EAL students in my High School simply have not been exposed to these skills early enough, so it is impossible for them to do well. 

Luckily, these are skills all children utilise instinctively; all we need to do is to guide and inspire them. For many parents for whom English is not their native language, this is a daunting task. I am therefore honoured and privileged to share your children's experiences on their journey through books, ideas and the sublimely beautiful English Language.

Language is obviously amongst the most profound and necessary of the forces that shape our lives and thought. Language, as has so often been said, is power. A critical examination of the ways in which it is constructed and used is essential, both as a defence against the blandishments of bogus ideas and as a source of intellectual pleasure in itself. This pleasure can be a stimulus to intellectual curiosity and achievement, and perhaps even to a more empathetic identification with its manifold users. With thirty years as a teacher and researcher, Dr Hoy is a communicator who has a passion for and a pleasure in language. His aim is to inspire his students to share that passion and pleasure - firstly, so that they can improve their grades but, more importantly, for the enrichment of their lives and thinking.

It is a universal law that if you push against a wall, the wall pushes back on you with equal force. In the same way that it's challenging to picture the wall exerting force against a hand, it can be equally difficult for students to see the force they can exert on the world. An English education should give students the confidence to impact the world around them. It must sharpen their thoughts and make them powerful communicators, but more than this, a student must come to understand that their words have significance. Effective communication is the power to bend the world around you. True mastery of communication means crossing that invisible line separating a passive life from an active life; it means having the confidence to achieve the life you desire. It is natural to think that “All the world's a stage, and all the men and women are merely players”. The irony is that the man who wrote those words was anything but a mere player – he changed the world forever. That is the ultimate lesson we can learn from Shakespeare: that the power of English is the power to become extraordinary.

An educated mind is far better equipped to weather the storms of life than an ignorant one. The modern world can be chaotic and overwhelming; information overload abounds. The narratives we absorb can be daunting, and life often feels deeply unfair. It is easy to see why some people become nihilistic, or apathetic, when they’re receiving so much information, but have insufficient skills to make sense of it all. This is where a good teacher can make all the difference.

Intelligence is a toolbox, not a t-shirt. One must endeavour to endow a young mind with the necessary tools of intelligence - critical thinking, curiosity, empathy, and self-reflection. Grades are important, of course, but it is vital to remember that the number is representative of value, not value itself. A good educator understands that the journey’s end of a formal education is not merely a score on a piece of paper. A really valuable education is one that enables students to learn their own strengths, where their talents are going to do the most good in the world, and, most importantly, what it is that truly sustains them.

Academic success is important because it opens the door to more career opportunities, but developing critical thinking skills is also essential. It will help students question established norms and challenge their assumptions. I believe students should read widely to learn more about the world around them and understand the key issues affecting their lives. I am also passionate about cultivating the interests and strengths of students, rather than leading them down a predetermined path.

Writing daily is the best way for students to practise and improve their English, and their first draft should never be their last. I believe in accessible writing; using simple words in concise sentences to convey a message or argument as opposed to using complicated words in long- winded sentences with the aim to impress.

My goal is to empower students by giving them voice and choice in the learning process and an opportunity to be creative. I want to foster their strengths in a collaborative and safe environment. And as a first-generation Chinese Australian who is now working as a journalist/editor at one of Australia’s most highly-regarded media organisations, I believe I will also serve as a strong role model for the students.

Understanding English as more than a tool is crucial to its value. The possibilities that open themselves within the language’s academia are truly limitless. When English surrounds us, it is important to study its currents so we can redirect the flow to our needs. This means breaking out from its preconceived notions and exploring uncharted waters. Mastery of the language can only be achieved when you open your mind to all its branches.

Within my class, I want to inspire a safe environment that empowers students to reach their full potential. I am committed to inspiring confidence that reimagines the challenges ahead as not daunting but conquerable

I have a passion for literacy and helping students to achieve their reading and language goals. My approach to teaching is student-centred and focuses on the individuals’ learning styles. I believe that oral language and communication help build language skills and confidence; additionally, it allows me to get to know each student to ensure I provide them with an individualised learning program suited to who they are as people and learners. I adapt my approach to suit the needs of each individual. I create a safe environment for all students to feel comfortable in, as I believe people only learn when they feel safe and supported.