Meet Jodie Schlottmann, one of our Senior Experienced English teachers at PBC, whose genuine care for students, love of learning and belief in the importance of strong relationships are at the heart of her approach to teaching.
For Jodie, teaching is about much more than delivering a lesson. It is about being there when students need support, helping them find their way through challenges and recognising the small wins that can make a big difference. With a calm, structured and relationship-focused approach, Jodie combines high expectations with genuine care, creating an environment where students know they are supported while also being encouraged to take responsibility for their learning and choices.
We caught up with Jodie to learn more about what inspired her to become a teacher, what keeps her motivated and the lessons she has learnt throughout her teaching journey.
What made you decide to become a teacher?
I’ve always been someone who genuinely cares about people, particularly when someone is struggling or needs a bit of extra support. Teaching seemed like a natural fit for that. I also love variety, so a job where no two days are quite the same suits me perfectly.
What do you love most about being a teacher?
Probably being able to help at the point where it’s needed. Sometimes that’s helping a student understand something, sometimes it’s getting them back on track when things aren’t going well, and sometimes it’s simply being someone they know will listen and give them another chance.
What keeps you motivated and excited to come to work every day?
I love variety and I really enjoy learning. I’m naturally curious, so I like taking on something new, figuring out how things work and learning from people who know more than I do. I’d struggle in a job where every day looked exactly the same!
How would you describe your teaching style?
Calm, structured and relationship-focused, with high expectations. I want students to know I’m in their corner, but I’m also going to expect something from them. I think you can be supportive and still hold people accountable.
What’s your favourite thing about working at PBC?
The sense of community. For such a big school, there’s a real feeling of people pulling together. I love being part of a team, lending a hand where I can and working with people across the school. There are also so many people here who are generous with what they know, and I really enjoy learning from them.
If you had to pick one moment that makes you think, “This is why I teach,” what would it be?
It’s usually when a student who has been struggling has a win. It doesn’t have to be a brilliant grade. Sometimes getting back into class, finishing something they thought they couldn’t do or making a better choice than they did yesterday is the win.
What’s the biggest lesson teaching has taught you?
That there is nearly always more going on than you can see. Behaviour, disengagement or a bad day doesn’t define a young person. Taking the time to understand what’s happening can completely change how you respond to them.
If you could give your first-year-teacher self one piece of advice, what would it be?
Don’t think you have to know everything. Ask questions, learn from the people around you and put your hand up for things that stretch you. Some of my best learning has come from saying yes to something I wasn’t completely sure I was ready for.
For Jodie, the most rewarding part of teaching is seeing students make progress, particularly when they have faced challenges along the way. Whether it is completing something they once thought they could not do, making a better choice or simply getting back on track, she believes these moments are worth celebrating.
Her approach reflects what she values most about teaching at PBC: community, connection, learning and the opportunity to make a positive difference. With a willingness to keep learning herself and a belief that there is always more to understand about each young person, Jodie continues to bring care, curiosity and high expectations to her classroom and the wider PBC community.