Rezielyn Bagabaldo Tusi

• Taught learners aged 5–6 years old (equivalent to Year 1 in NZ).
• Designed and implemented engaging lesson plans aligned with curriculum standards.
• Fostered a positive classroom environment promoting social skills and emotional development.
• Managed classroom dynamics, ensuring a safe and supportive learning space for all students.
• Collaborated with parents to enhance student progress through regular communication and feedback.
• Led initiatives to integrate technology into the curriculum, enhancing interactive learning opportunities.
• Enhanced classroom management by establishing clear expectations, rules, and routines.
• Built positive relationships with students and families for safe, trusted learning support.
• Collaborated with colleagues to share resources, brainstorm ideas, and problem-solve challenges faced in the classroom environment.
• Implemented differentiated instruction strategies to meet the diverse learning needs of all students.
• Promoted learning through play with engaging activities, games and lessons.
• Evaluated student progress regularly through formative assessments to inform instructional decisions.
• Mentored new teachers, providing guidance on effective teaching strategies and classroom management techniques.

• Taught literacy, science, and values education to learners aged 8–9 years.
• Implemented differentiated strategies to meet diverse learning needs.
• Used assessments and data to monitor progress and guide next learning steps.
• Developed engaging lesson plans to enhance student learning and comprehension.
• Implemented classroom management strategies to foster a positive learning environment.
• Participated in ongoing professional development opportunities to stay current on the latest teaching methods and strategies for enhancing student success.
• Collaborated with parents and guardians to support student development and address concerns.
• Integrated technology into the curriculum to improve interactive learning experiences.
• Assisted struggling students during after-school tutoring sessions, resulting in improved test scores and overall performance improvement.

• Taught learners aged 5–6 years old (equivalent to Year 1 in NZ).
• Built routines and clear expectations to support early literacy, numeracy, and social skills.
• Delivered play-based and inquiry-based learning for tamariki aged 5–6 (equivalent to Year 1).
• Established positive relationships with students, parents, and staff to create a supportive classroom environment.
• Supported wellbeing, resilience, and a sense of belonging in learners.
• Developed engaging lesson plans that fostered creativity and critical thinking in young learners.
• Implemented diverse instructional strategies to meet various learning styles and needs of students.
• Enhanced classroom management by establishing clear expectations, rules, and routines.
• Designed and implemented engaging lesson plans aligned with curriculum standards.
• Assessed student progress regularly to tailor instruction and provide feedback for continuous improvement.
• Promoted learning through play with engaging activities, games and lessons.
• Mentored new teachers by sharing best practices for classroom management and instructional techniques.

• Taught learners aged 5–6 years old (equivalent to Year 1 in NZ).
• Implemented creative, play-based, and literacy-rich learning experiences.
• Supported communication, collaboration, and exploration in early learning.
• Partnered with parents to track and support children’s progress.
• Developed and implemented engaging lesson plans tailored to diverse learning styles.
• Fostered a nurturing classroom environment promoting social, emotional, and academic growth.
• Collaborated with parents and guardians to support student development and address concerns.
• Assessed student progress through regular evaluations, adapting instruction as necessary.
• Integrated technology into the curriculum to enhance learning experiences and engagement.
• Improved student reading skills by implementing phonics-based instruction and guided reading activities.

Assessed by NZQA as Level 9

• Thesis Statement: Parenting Styles and their Influence on the Self-Help Skills of Kindergarten Learners

Assessed by NZQA as Level 7, Primary endorsed

• Degree Awarded with Cum Laude