Teaching Philosophy
It is a universal belief that any person can learn, given the correct support and environment. My philosophy to education is that my students will only reach their full learning potential, if I am enthusiastic, knowledgable, and skill-full in my teaching. Professor John Munro defines learning as "a process of converting information into knowledge".
Teaching and Learning
The lessons a teacher prescribes for their students, is where this process takes place. From my teaching experience I view a successful lesson as one where my students:
The lessons a teacher prescribes for their students, is where this process takes place. From my teaching experience I view a successful lesson as one where my students:
- receive clear and explicit information
- make personal connections with the content
- have articulated what they are learning through a learning intention/success criteria
- are engaged through visual, tactile and auditory elements
- feel they can achieve
- are comfortable taking risks in their learning, and changing their minds
- extend their knowledge in creative ways
- reflect on their learning by articulating/sharing their knowledge
- receive feedback from me on their work in the form of a verbal or written "sandwich" (Praise followed by corrective feedback followed by praise).
Assessment
I believe prior assessment and analysis, is critical for being able to plan lessons that target my students learning needs. To gain a greater insight of what my students know, I use a variety of both summative and formative assessment, including: observations, anecdotal notes, student work samples, criteria checklists/rubrics and tests. I use standardised tests by analysing the questions students struggled with. I then plan lessons that will teach my students the skills required to complete these questions. I also use progressive achievement testing, to gain quality data about my students knowledge, and to monitor their learning progress.
I believe prior assessment and analysis, is critical for being able to plan lessons that target my students learning needs. To gain a greater insight of what my students know, I use a variety of both summative and formative assessment, including: observations, anecdotal notes, student work samples, criteria checklists/rubrics and tests. I use standardised tests by analysing the questions students struggled with. I then plan lessons that will teach my students the skills required to complete these questions. I also use progressive achievement testing, to gain quality data about my students knowledge, and to monitor their learning progress.
Reflective Practice
After every lesson, I reflect on the potential improvements I can make to my teaching. Student assessment is part of what informs my reflection, and indicates the areas that are a success, and those that require a different approach. I also use student evaluations, to gain understanding of how the students felt about the lesson/unit of work. This gives me feedback in regards to their enjoyment, and any student ideas on how the lesson could be improved.
After every lesson, I reflect on the potential improvements I can make to my teaching. Student assessment is part of what informs my reflection, and indicates the areas that are a success, and those that require a different approach. I also use student evaluations, to gain understanding of how the students felt about the lesson/unit of work. This gives me feedback in regards to their enjoyment, and any student ideas on how the lesson could be improved.
Classroom Environment
A student's classroom environment plays a significant role in all areas of their education. I endeavour to be a teacher who is warm, open, honest, accepting, respectful and encouraging to my students. I hope that from creating strong student-teacher relationships, my students feel they can approach me with any concerns. By modelling to my students positive and welcoming behaviour I aim to create a classroom atmosphere which celebrates individuality, and allows my students to truly be themselves. As well as creating a safe social environment, I prioritise the physical safety of my students. I do this by having a classroom layout that is considerate of access and functionality. I label and neatly store classroom equipment to ensure easy access for students, lowering the likelihood of injuries. I have high expectations that my students maintain a clean classroom. These expectations, along with keeping my students in a solid routine, ensures my classroom operates at its best.
A student's classroom environment plays a significant role in all areas of their education. I endeavour to be a teacher who is warm, open, honest, accepting, respectful and encouraging to my students. I hope that from creating strong student-teacher relationships, my students feel they can approach me with any concerns. By modelling to my students positive and welcoming behaviour I aim to create a classroom atmosphere which celebrates individuality, and allows my students to truly be themselves. As well as creating a safe social environment, I prioritise the physical safety of my students. I do this by having a classroom layout that is considerate of access and functionality. I label and neatly store classroom equipment to ensure easy access for students, lowering the likelihood of injuries. I have high expectations that my students maintain a clean classroom. These expectations, along with keeping my students in a solid routine, ensures my classroom operates at its best.
My passion for aesthetics is evident by the walls of my classroom, displayed like a gallery, with a collection of my students work, and teaching tools. I encourage my students to take pride in their classroom's appearance, as well as their work. I believe that my high standards for work, ensure my students see its importance. I give my students the responsibility of putting up their own work, so they can take further ownership and responsibility for their classroom. The displays of student work is a celebration of their effort and learning.
I see my classroom as a community comprising of the students, the teacher and the parents/guardians. I endeavour to create strong parent-teacher relationships in my classroom, and portray the same positive image I show to my students, to their parents/guardians. Some of the ways I create an environment that facilitates these relationships are by greeting parents/guardians, and speaking to them about the strengths and achievements of their child. The presence of student work displays in my classroom also creates opportunity for dialogue between teachers, student and parent/guardians.
Professional growth
My ultimate goal as a teacher is to enable the full learning potential students. To reach this goal I believe I must apply the expectations I have for my students, to myself. As a teacher I feel committed to being a 'life-long learner'. My masters study in literacy intervention, has increased my pedagogical knowledge, and has instilled in me a willingness to change my mind about what I know about teaching. I am curious and enthusiastic about trying new methods and strategies in my classroom, taken from a variety of sources including: my units of study, professional learning days, fellow teachers, blogs and journal articles. I am excited for the possibilities teaching in the future may bring. How technology can enhance teaching and learning, especially in relation to literacy, is an area I am very interested in. I believe that when used in a thoughtful and creative way, technology can be a very powerful educational tool, enabling many struggling students. For example, many students struggle to comprehend texts due to a lack of experiential knowledge. However, if I give them an experience through a video, or virtual reality expedition, they are more likely to make stronger connections with the text.
To read why I decided a career in education, go to my About Me page.
My ultimate goal as a teacher is to enable the full learning potential students. To reach this goal I believe I must apply the expectations I have for my students, to myself. As a teacher I feel committed to being a 'life-long learner'. My masters study in literacy intervention, has increased my pedagogical knowledge, and has instilled in me a willingness to change my mind about what I know about teaching. I am curious and enthusiastic about trying new methods and strategies in my classroom, taken from a variety of sources including: my units of study, professional learning days, fellow teachers, blogs and journal articles. I am excited for the possibilities teaching in the future may bring. How technology can enhance teaching and learning, especially in relation to literacy, is an area I am very interested in. I believe that when used in a thoughtful and creative way, technology can be a very powerful educational tool, enabling many struggling students. For example, many students struggle to comprehend texts due to a lack of experiential knowledge. However, if I give them an experience through a video, or virtual reality expedition, they are more likely to make stronger connections with the text.
To read why I decided a career in education, go to my About Me page.