Personal Philosophy for Teaching
My philosophy for teaching is based on the fact that each student comes to school with individual experiences and needs. I aim to create learning environments that are safe, respectful and ensures a sense of belonging within the class for all students. This is established by creating an open and welcoming environment where all class members and their families are welcome.
Learning needs to engage, be challenging and meaningful to students, building on their prior knowledge. Learning builds the skills to think and respond to information in a critical and creative manner. Learning does not focus on providing only one correct answer, but focuses on ensuring students understand the process of learning. Learning tasks are differentiated to meet individual student’s needs and students are encouraged to take risks in their learning. I believe learning is an active task and as such, structure learning around inquiry. Inquiry based learning provides students with opportunities to self direct and reflect on their learning. Reflection is an essential aspect of learning, as it enables students to consider how their understanding has changed and the learning processes they have employed.
Learning needs to be structured to enable students to demonstrate their attainment of syllabus outcomes. This requires planning of sequential lessons that are based on the prior knowledge of the students, as individuals and as a group, as well as the joint construction of the criteria that explicitly states how students can successfully achieve the learning goals. This is accomplished through continuous formal and informal assessment of student learning in relation to the criteria and utilising, self, peer and teacher assessment. The information gathered through the assessment processes is the foundation for planning future learning experiences. Assessment of my teaching pedagogies is also continuous and is done before, during and after teaching and as a daily reflective process. This is further supported by engaging in discussion with students, colleagues and executive members of the school community and participating in professional development.
Whole child learning incorporates nurturing the intellectual, social, emotional, physical and spiritual aspects of each student. This is achieved through a stimulating and responsive program that provides opportunities for students to develop academically, express and challenge ideas and concepts, engage in physical activity and opportunities to interact with a range of peers and supportive adults in a safe and a socially acceptable manner.
I have high expectations of myself which I model to students. I promote all students striving for their personal best and being proud of what they achieve individually and as a class. In response to achieving their personal best, I believe it is important to celebrate all students’ achievement regularly within the class and with their families.
To promote positive classroom and school behaviour, I utilise a range of strategies including; positive reinforcement of the desired behaviour, proximity, and non verbal cues. I believe the key to positive classroom behaviour management is ensuring everyone knows the expected classroom and school behaviours and being consistent and fair when misbehaviour occurs. When starting with a new class, the students and I jointly develop classroom behaviours that enable everyone to learn and be safe by establishing positive guidelines and logical consequences for inappropriate behaviours. The class guidelines reflect the schools behaviour policy. Through this teaching philosophy I strive to create a safe, active and participatory learning community.
My philosophy for teaching is based on the fact that each student comes to school with individual experiences and needs. I aim to create learning environments that are safe, respectful and ensures a sense of belonging within the class for all students. This is established by creating an open and welcoming environment where all class members and their families are welcome.
Learning needs to engage, be challenging and meaningful to students, building on their prior knowledge. Learning builds the skills to think and respond to information in a critical and creative manner. Learning does not focus on providing only one correct answer, but focuses on ensuring students understand the process of learning. Learning tasks are differentiated to meet individual student’s needs and students are encouraged to take risks in their learning. I believe learning is an active task and as such, structure learning around inquiry. Inquiry based learning provides students with opportunities to self direct and reflect on their learning. Reflection is an essential aspect of learning, as it enables students to consider how their understanding has changed and the learning processes they have employed.
Learning needs to be structured to enable students to demonstrate their attainment of syllabus outcomes. This requires planning of sequential lessons that are based on the prior knowledge of the students, as individuals and as a group, as well as the joint construction of the criteria that explicitly states how students can successfully achieve the learning goals. This is accomplished through continuous formal and informal assessment of student learning in relation to the criteria and utilising, self, peer and teacher assessment. The information gathered through the assessment processes is the foundation for planning future learning experiences. Assessment of my teaching pedagogies is also continuous and is done before, during and after teaching and as a daily reflective process. This is further supported by engaging in discussion with students, colleagues and executive members of the school community and participating in professional development.
Whole child learning incorporates nurturing the intellectual, social, emotional, physical and spiritual aspects of each student. This is achieved through a stimulating and responsive program that provides opportunities for students to develop academically, express and challenge ideas and concepts, engage in physical activity and opportunities to interact with a range of peers and supportive adults in a safe and a socially acceptable manner.
I have high expectations of myself which I model to students. I promote all students striving for their personal best and being proud of what they achieve individually and as a class. In response to achieving their personal best, I believe it is important to celebrate all students’ achievement regularly within the class and with their families.
To promote positive classroom and school behaviour, I utilise a range of strategies including; positive reinforcement of the desired behaviour, proximity, and non verbal cues. I believe the key to positive classroom behaviour management is ensuring everyone knows the expected classroom and school behaviours and being consistent and fair when misbehaviour occurs. When starting with a new class, the students and I jointly develop classroom behaviours that enable everyone to learn and be safe by establishing positive guidelines and logical consequences for inappropriate behaviours. The class guidelines reflect the schools behaviour policy. Through this teaching philosophy I strive to create a safe, active and participatory learning community.
