Shannon Lane

Monash College
Teacher Foundation Year Economics

Building confidence through curiosity and care

With a background in law and youth justice, Shannon brings empathy and purpose to teaching. By connecting economics to real-world issues and tailoring feedback to each student, she helps students build confidence, embrace growth, and adapt to new academic environments with resilience and curiosity.

What does ‘being a changemaker’ mean to you personally?

To me, being a changemaker means adapting to challenges and creating small positive impacts in whatever environment or context I am in. As a teacher, this translates directly to how I engage with and support my students. This means teaching for genuine understanding, not just checking boxes, and trying out new strategies and creative approaches that truly engage students and make the material relevant to them. It means being deliberate about the changes I make, basing decisions on what my students need, not just jumping on whatever's popular at the moment.

What would surprise your younger self most about what you do now?

My younger self would be surprised by how much joy I find in learning alongside my students. I once imagined teaching as guiding others toward answers, but now it feels more like building shared curiosity. The surprise is how much growth happens for me, too.

What motivates you to continue pushing boundaries in your work?

I am driven by the belief that my students deserve the very best of what education can offer. I feel a genuine duty to keep refining my craft, to challenge habits, and to question whether the systems we use still serve their purpose. My goal is to give every student the strongest foundation possible – not just for achievement in my classroom, but for the choices and opportunities that come after it.

Learning alongside my students is the greatest joy of teaching.”

Was there a turning point that brought you to becoming an educator, or did you always know you'd end up here?

I became an educator after working with young people in the youth justice sector as a defence lawyer. I witnessed the legal system fail them repeatedly and decided I wanted to work in a space where I was supporting youth and creating opportunities for them, not just acting as a bandaid to their problems.

How would you explain your role to someone who’s unfamiliar with pathways education?

I help international students transition from their  in-country education  to university in Australia. I teach an economics course, but really I am focusing on helping them adapt to Australian academic expectations. This includes academic reading and writing styles, numeracy skills and critical thinking approaches that might be different from what they are used to. Basically, I am trying to give them the confidence and tools they need to succeed at the Australian university level.

How do you help students build confidence and transition readiness, not just knowledge?

I help students identify which learning strategies work best for them by incorporating self-assessment surveys before and after each assessment. When I give feedback on their work, I always point out at least one thing that has improved since last time, regardless of their score. I want them to see that they are getting better, even if they are not there yet. I also build in regular checkpoints so they can see their own progress over the semester.

What do you hope your students take away from their time with you? Is there a student moment you’ll never forget, and why?

I hope my students leave knowing the study strategies that work for them and feel confident asking for help when they need it. University can be overwhelming – especially for international students navigating a new system – and I want them to know that reaching out for support is not a weakness, it is how you succeed.

How do you tailor your teaching approach to engage and inspire today's students?

I try to make economics relevant by connecting concepts to current news and events, like using US tariffs to illustrate trade theory and its impact on various countries across the globe. I also use tools like Wayground to get my students actively engaged. It gamifies learning and offers different modes like mastery practice or team challenges, allowing students to learn in ways that suit them. As digital literacy is crucial for university success, I teach students to use generative AI effectively, for brainstorming ideas or clarifying concepts they don't understand, alongside more traditional digital skills, all in collaborative settings where they learn from each other.

What do you hope your students remember about you 10 years from now? What mindset do you want your students to carry into their careers?

I hope they remember that someone saw their progress and believed they could succeed, even when they were not sure themselves. I'd like them to remember that asking for help was encouraged, not just tolerated.

I want them to carry a mindset that growth comes from trying, reflecting and adjusting, not from being perfect from the start. That seeking support and learning from others is a strength. And that adapting to new environments and expectations, like they did transitioning to an Australian university, is a skill they can use throughout their careers.

What’s something about Monash that would surprise people in a good way?

I think people would be surprised by how much genuine cross-cultural learning happens at Monash, particularly at  Monash College and in Foundation Year. You have students from dozens of countries in one classroom, and staff who come from equally diverse backgrounds. Some are trained teachers, some are industry professionals, some have come from other universities. That means every discussion has multiple perspectives and lived experiences, and everyone, students and staff alike, constantly learn from each other. It makes for a richer teaching environment than people might expect.