Teaching Philosophy
Throughout the course of my degree I have observed a shift in educational paradigms. This has occurred with the integration of Information Communication Technologies and the introduction of the Australia Curriculum. As a result I have developed an eclectic approach to teaching, learning and assessment. As students learn at their own pace and have different learning styles they all should be catered for within the classroom. I believe this can be achieved through developing a rapport with each student, providing students with critical knowledge, feedback and creating the best learning environment possible.
I truly believe that developing a rapport with students and establishing positive relationships with parents is vital in the education of students. Building a rapport with students is at the forefront of being an effective teacher. I believe that by developing a strong rapport with my students they will have a more positive attitude towards learning, an increased motivation to learn, and demonstrate improved learning. In effect, there will be greater class participation, increased behaviour and higher learning outcomes. Vygotsky placed great emphasis on the importance of parental involvement and their interactions. As parents are the child’s first educators it is pivotal to make connections and develop good communication skills when working with them. I will aim to communicate with parents through various modes such as technology, letters, awards and reports. Furthermore, having an ‘open door’ policy will allow parents to assist in the classroom and participate in their child’s learning.
A critical element of learning is feedback. Studies have shown that “feedback is one of the most powerful influences on learning and achievement” (Hattie & Timperley. pp 1, 2007). I believe that providing effective feedback to my students will allow them to clarify misconceptions and enhance their learning. During my teaching experiences I will support students with three major feedback questions: Where am I going? How am I going? and Where to next? As a result of providing effective feedback to my students I will be able to help them grasp concepts and make connections more easily. Additionally, I will have a better understanding of my students’ needs, interests and abilities.
During my practical placements I have observed the Explicit Direct Instruction (EDI) being used in the classroom. The EDI lessons were systematic, carefully planned and involved high interaction from students. I believe students should be aware of objectives for each lesson as this allows them to focus on a particular learning outcome. In my classroom I will incorporate the “I do, We do, You do” approach to learning (Hempenstall & Buckingham, pp 31. 2016).
I believe the environment is pivotal in student learning. Maria Montessori believed the environment was the third teacher in the classroom setting. I believe it is the teacher’s role to prepare the environment with the experiences and resources for students to explore, investigate, interact with and provide opportunities for communication with others. I will create meaningful and real life experiences for my students and provide access to materials and resources that are child sized and ‘real’ rather than play or plastic tools. A carefully prepared environment will promote investigation, imagination, deep thinking, creativity, problem solving, communication and a way to make meaning of the world around them.
I truly believe that developing a rapport with students and establishing positive relationships with parents is vital in the education of students. Building a rapport with students is at the forefront of being an effective teacher. I believe that by developing a strong rapport with my students they will have a more positive attitude towards learning, an increased motivation to learn, and demonstrate improved learning. In effect, there will be greater class participation, increased behaviour and higher learning outcomes. Vygotsky placed great emphasis on the importance of parental involvement and their interactions. As parents are the child’s first educators it is pivotal to make connections and develop good communication skills when working with them. I will aim to communicate with parents through various modes such as technology, letters, awards and reports. Furthermore, having an ‘open door’ policy will allow parents to assist in the classroom and participate in their child’s learning.
A critical element of learning is feedback. Studies have shown that “feedback is one of the most powerful influences on learning and achievement” (Hattie & Timperley. pp 1, 2007). I believe that providing effective feedback to my students will allow them to clarify misconceptions and enhance their learning. During my teaching experiences I will support students with three major feedback questions: Where am I going? How am I going? and Where to next? As a result of providing effective feedback to my students I will be able to help them grasp concepts and make connections more easily. Additionally, I will have a better understanding of my students’ needs, interests and abilities.
During my practical placements I have observed the Explicit Direct Instruction (EDI) being used in the classroom. The EDI lessons were systematic, carefully planned and involved high interaction from students. I believe students should be aware of objectives for each lesson as this allows them to focus on a particular learning outcome. In my classroom I will incorporate the “I do, We do, You do” approach to learning (Hempenstall & Buckingham, pp 31. 2016).
I believe the environment is pivotal in student learning. Maria Montessori believed the environment was the third teacher in the classroom setting. I believe it is the teacher’s role to prepare the environment with the experiences and resources for students to explore, investigate, interact with and provide opportunities for communication with others. I will create meaningful and real life experiences for my students and provide access to materials and resources that are child sized and ‘real’ rather than play or plastic tools. A carefully prepared environment will promote investigation, imagination, deep thinking, creativity, problem solving, communication and a way to make meaning of the world around them.