My Personal Teaching Philosophy
My personal philosophy of teaching and learning begins with the notion of respect. I believe that within a respectful learning environment, promoted through patient modelling and teaching, strong relationships can begin to be formed. In my classroom, I will promote courtesy, kindness, honesty and fairness, and will strive to create a supportive and trusting learning environment with my students. Development of strong relationships will extend out of our class to include families, teachers, and other individuals relevant to my student’s lives. At all times I will encourage consideration, respect of boundaries, and will act to preserve my duty of care.
I also believe in the need for quality teaching and leadership. Important aspects of this include effective motivation, positive modelling, learner centred teaching, classroom management, commitment and organisation. I will motivate through interest, relevance, active participation and fun, model positive values with encouragement, strive to grow professionally as a teacher and learner, and plan and implement sound classroom strategies and content. I fully appreciate the need for clearly communicated classroom management routines and rules, in order to establish effective boundaries and develop class safety. Beginning with learning about my students, I will develop appropriate learning objectives that are explicitly linked to assessment methods, creating an effective diagnostic, teaching, learning, assessment cycle. Understanding my students will enable me to diversify my teaching and mentoring, providing learner centred teaching that caters for individual needs and differences.
The final element of my philosophy is to nurture my student's capabilities; to grow and empower. Working hard to create a positive and shared classroom setting, I will promote ownership and enjoyment of learning, and development of self-efficacy. I believe that effective learning occurs when students are metacognitively engaged, which is heavily determined by lesson content and delivery, but also by social and cultural surroundings. As such I will consider both social and emotional, and self-regulated learning needs to be of high importance in my classroom. I will enhance my student’s desire and ability to learn so that they can grow to their potential, while working with students to help them set their own effective and self-regulated learning goals. This will lead to improvement in my student's self-belief in their own capabilities.
Much of the above is based on my understanding of learning theory, my philosophy is centred on social constructivist and humanist theory, with an important place for cognitive theory. I have been deeply affected by some of my educational connections with students so far, and am looking forward to assisting many more children to enjoy their time at school.
I also believe in the need for quality teaching and leadership. Important aspects of this include effective motivation, positive modelling, learner centred teaching, classroom management, commitment and organisation. I will motivate through interest, relevance, active participation and fun, model positive values with encouragement, strive to grow professionally as a teacher and learner, and plan and implement sound classroom strategies and content. I fully appreciate the need for clearly communicated classroom management routines and rules, in order to establish effective boundaries and develop class safety. Beginning with learning about my students, I will develop appropriate learning objectives that are explicitly linked to assessment methods, creating an effective diagnostic, teaching, learning, assessment cycle. Understanding my students will enable me to diversify my teaching and mentoring, providing learner centred teaching that caters for individual needs and differences.
The final element of my philosophy is to nurture my student's capabilities; to grow and empower. Working hard to create a positive and shared classroom setting, I will promote ownership and enjoyment of learning, and development of self-efficacy. I believe that effective learning occurs when students are metacognitively engaged, which is heavily determined by lesson content and delivery, but also by social and cultural surroundings. As such I will consider both social and emotional, and self-regulated learning needs to be of high importance in my classroom. I will enhance my student’s desire and ability to learn so that they can grow to their potential, while working with students to help them set their own effective and self-regulated learning goals. This will lead to improvement in my student's self-belief in their own capabilities.
Much of the above is based on my understanding of learning theory, my philosophy is centred on social constructivist and humanist theory, with an important place for cognitive theory. I have been deeply affected by some of my educational connections with students so far, and am looking forward to assisting many more children to enjoy their time at school.