Robyne Clyne
Experienced mathematics teacher with over 26 years of classroom teaching experience, supporting students across all levels of secondary mathematics.
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Education
- Master of Education (Mathematics Education (Research)) University of Melbourne, Parkville VIC 2015 Thesis: The factors influencing secondary school girls’ mathematics subject selections
- Master of Education (Mathematics Education (Coursework)) University of Queensland, Brisbane QLD 2008
- Bachelor of Education (Mathematics Education) Deakin University, Melbourne VIC 1996
- Bachelor of Applied Science (Human Movement) Deakin University, Melbourne VIC 1996
Professional Experience & Philosophy
I am an experienced mathematics teacher with 26 years of teaching across all levels of secondary mathematics. Throughout my career, I have taught a wide range of students with diverse abilities, learning styles, and goals.
My strength lies in my ability to quickly identify what a student needs, break down complex concepts into manageable steps, and explain ideas clearly and patiently. I tailor my teaching to each student—whether they are struggling with confidence, aiming to improve consistency, or looking to be challenged and extended.
I pride myself on creating a relaxed, supportive, and encouraging learning environment, where students feel comfortable asking questions and making mistakes. This is especially important for students who may feel anxious about mathematics or believe they are “not good at it.”
As a female mathematics educator, I am also passionate about being a positive role model for girls in maths, helping them develop confidence and understand that mathematics is for everyone.
My strength lies in my ability to quickly identify what a student needs, break down complex concepts into manageable steps, and explain ideas clearly and patiently. I tailor my teaching to each student—whether they are struggling with confidence, aiming to improve consistency, or looking to be challenged and extended.
I pride myself on creating a relaxed, supportive, and encouraging learning environment, where students feel comfortable asking questions and making mistakes. This is especially important for students who may feel anxious about mathematics or believe they are “not good at it.”
As a female mathematics educator, I am also passionate about being a positive role model for girls in maths, helping them develop confidence and understand that mathematics is for everyone.