My Educational Philosophy...
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I believe in developing a personal relationship with each student in my care. It is through this relationship that a supportive and positive environment is created and the potential of each student is able to be reached. Each child begins school with a vast array of experiences and knowledge. A teacher must recognise, promote and celebrate each success in order to foster a student who is able to participate fully in his/her education and flourish in life.
I promote a transdisciplinary approach to education where curriculum is driven by knowledge, concepts, skills, attitudes and action. Subject specific knowledge and skills are essential in supporting authentic learning through purposeful inquiry. Students are strategically guided from the known to the unknown. Knowledge and skills are challenged, refined and applied in new and meaningful contexts. Students are encouraged to be curious, to ask questions and to persevere in seeking answers. Students must be taught how to think. They should have the opportunity to explore, challenge and justify their thoughts within a supportive yet critical community. Students are empowered to make connections and participate in experiences that allow them to become active citizens in the world in which they live. Technology is integrated authentically to support and enhance learning. Transdisciplinary learning is real, it is emotive, it matters.
Each student is unique. In catering for the needs of each student, differentiation must be employed. Purposeful assessment informs learning. It ascertains where a child is at, provides essential milestones along the journey and allows a child to demonstrate understanding in achieving success. Tasks are open-ended and involve choice so students are able to follow areas of interest and access tasks at their own level. Flexible groupings are employed to ensure that learning is relevant to each individual as a direct response to the needs of each child. Meaningful and authentic feedback is provided and students are engaged in a process of reflecting on their learning to ensure future learning is enhanced. I believe that ‘variety’ is the key to success, whether it is teaching strategies, assessment techniques, modes of instruction or learning experiences.
As a teacher I am also a learner. My role is to set up experiences in which students are engaged and then climb aboard and enjoy the ride. My role is to question, to disagree, to suggest, to guide, to explicitly teach, to give examples, to reinforce expectations, to offer alternatives, to meddle and to celebrate. I learn with the students. Although many different routes are taken we all have a clear destination in mind. This destination is not purely academic…it is social and spiritual and historical and personal…it is a lifelong journey.
I promote a transdisciplinary approach to education where curriculum is driven by knowledge, concepts, skills, attitudes and action. Subject specific knowledge and skills are essential in supporting authentic learning through purposeful inquiry. Students are strategically guided from the known to the unknown. Knowledge and skills are challenged, refined and applied in new and meaningful contexts. Students are encouraged to be curious, to ask questions and to persevere in seeking answers. Students must be taught how to think. They should have the opportunity to explore, challenge and justify their thoughts within a supportive yet critical community. Students are empowered to make connections and participate in experiences that allow them to become active citizens in the world in which they live. Technology is integrated authentically to support and enhance learning. Transdisciplinary learning is real, it is emotive, it matters.
Each student is unique. In catering for the needs of each student, differentiation must be employed. Purposeful assessment informs learning. It ascertains where a child is at, provides essential milestones along the journey and allows a child to demonstrate understanding in achieving success. Tasks are open-ended and involve choice so students are able to follow areas of interest and access tasks at their own level. Flexible groupings are employed to ensure that learning is relevant to each individual as a direct response to the needs of each child. Meaningful and authentic feedback is provided and students are engaged in a process of reflecting on their learning to ensure future learning is enhanced. I believe that ‘variety’ is the key to success, whether it is teaching strategies, assessment techniques, modes of instruction or learning experiences.
As a teacher I am also a learner. My role is to set up experiences in which students are engaged and then climb aboard and enjoy the ride. My role is to question, to disagree, to suggest, to guide, to explicitly teach, to give examples, to reinforce expectations, to offer alternatives, to meddle and to celebrate. I learn with the students. Although many different routes are taken we all have a clear destination in mind. This destination is not purely academic…it is social and spiritual and historical and personal…it is a lifelong journey.