Emily Fitzgerald completed her Bachelor of Arts majoring in History and Italian, and her Master of Teaching (History, English, Italian) at the University of Melbourne, Australia. She has taught at two different Victorian schools, one public and one private Catholic, and then found a new kind of online school, Crimson Global Academy! She moved to Nelson, NZ, and lived in beautiful Aotearoa for a year before moving back to Melbourne.
In 2020 when life, as we knew it, became more and more uncertain, for me, something was becoming clearer and clearer: the possibilities of online teaching and learning. I joined CGA because when the world went online, CGA was ready and waiting. For both teachers and students, CGA provides amazing opportunities in education and lifestyle. CGA allows me to be the best teacher I can be. I can be engaging without wasting time. I can teach down to the minute without any interruptions. And I can learn something new about my students, every single day. I have never been so sure that teaching is the career I will do for the rest of my life.
A: My teaching vision is to inspire and empower every student to achieve their individual learning goals. I want to develop in my students an understanding and appreciation for the lives and wellbeing of others. I want to help them gain skills, develop their interests, set goals, and exceed expectations. I aim to bring energy to my classes, to respond to individual learning needs, and to be a source of constant support. I want each student to feel valued and to believe that they can make a difference to somebody else. I want to be a teacher who makes it possible for students to be curious, determined, resilient, and proud of themselves.
A: CGA makes excellent use of several different, easy-to-use platforms so that teachers can deliver the best possible online education to students. The three key ones that we use every day are:
The benefits of these platforms are that they keep students and teachers extremely organized; the teacher can be constantly checking on the work progress of students and communication between teachers, students, and parents is clear.
A: After hello’s, I like to begin my lessons with a whole class conversation about something, then go into breakout rooms to discuss it further in small groups, and perhaps an interesting “would you rather” question so that every student gets the chance to voice their opinion. I think the best way to have an engaging lesson is to create energy in the room and this usually comes from the students themselves!
A: There are quite a few noteworthy differences. Studying and teaching at CGA means:
A: I have two. My most fortunate memorable moment at CGA was when I just finished teaching a great class from the back of my campervan, which I had parked on the side of Queenstown’s Lake Wakatipu. I packed up, walked along the edge of the water, met my friends to buy some fish and chips, and sat down to watch the sunset. My most unfortunate memorable moment at CGA was when I was teaching a class and a bee flew in through my open window. I have a phobia of bees and my class witnessed my irrationality because I was too panicked to turn off my video in time.
Start early and create a study schedule that allows for consistent, manageable study sessions leading up to the exam. This will help you avoid cramming and ensure that you have enough time to review all the material thoroughly. Additionally, actively engaging with the material like creating study aids like flashcards, can help solidify your understanding and improve your retention of the information.
I love being outdoors and getting involved in a plethora of social activities: tennis, netball, beach volleyball, ultimate frisbee, hiking, camping, and partner dancing! Other ways I spend my time is playing the piano, reading young adult fantasy books, and travelling or planning my next travel adventure.