Teaching Philosophy
All students need to be nurtured and are entitled to be educated regardless of ability, knowledge or cultural background. It is important to use a combination of teaching styles, thereby honing in on the different ways in which students learn.
Teaching and learning is a two way cycle during which changes takes place and this process is most effective in an environment that is nurturing, understanding and safe. A thorough knowledge of how learning takes place provides a solid basis for teacher skill development. Different topics require different approaches based upon different theoretical assumptions. Some subject content is still best taught through rote learning (Behaviourist approach) whilst other material requiring in depth thought, critical thinking and analysis is best taught through the use of scaffolding and enquiry based learning, the teacher's role then being that of a facilitator. In this way the children construct their own knowledge, (Constructivist Theory). Tied in with both of these styles is the Cognitive theory whereby the teacher assists the child's learning, by guiding and presenting cognitive strategies to help consolidate learning. Modelling is essential so that students understand exactly what is expected of them.
Learning and enquiry should be encouraged through mutual respect rather than indoctrination. High expectations should be applicable to all students but always referenced to their individual needs and abilities. Therefore both programming and lesson planning need to be flexible and include a curriculum that is differentiated dependent upon individual needs. Praise, encouragement, positive feedback, and acknowledgement and acceptance of cultural values all serve to instill a healthy self esteem within the student. This builds self confidence and encourages life long learning. Individual learning styles are important for motivation and need to be incorporated into the planning cycle.
Teaching and learning needs to be meaningful and engaging. Subject content needs to be relevant either through personal meaning or direct application to real life situations. The teaching cycle must draw upon relevant cultural aspects, particularly Indigenous culture to nurture self-esteem, tolerance and inclusive behaviour. The provision of learning experiences that include links to more than one curriculum link, provides a more authentic experience and more scope for developing problem solving strategies.
Teaching and learning is a two way cycle during which changes takes place and this process is most effective in an environment that is nurturing, understanding and safe. A thorough knowledge of how learning takes place provides a solid basis for teacher skill development. Different topics require different approaches based upon different theoretical assumptions. Some subject content is still best taught through rote learning (Behaviourist approach) whilst other material requiring in depth thought, critical thinking and analysis is best taught through the use of scaffolding and enquiry based learning, the teacher's role then being that of a facilitator. In this way the children construct their own knowledge, (Constructivist Theory). Tied in with both of these styles is the Cognitive theory whereby the teacher assists the child's learning, by guiding and presenting cognitive strategies to help consolidate learning. Modelling is essential so that students understand exactly what is expected of them.
Learning and enquiry should be encouraged through mutual respect rather than indoctrination. High expectations should be applicable to all students but always referenced to their individual needs and abilities. Therefore both programming and lesson planning need to be flexible and include a curriculum that is differentiated dependent upon individual needs. Praise, encouragement, positive feedback, and acknowledgement and acceptance of cultural values all serve to instill a healthy self esteem within the student. This builds self confidence and encourages life long learning. Individual learning styles are important for motivation and need to be incorporated into the planning cycle.
Teaching and learning needs to be meaningful and engaging. Subject content needs to be relevant either through personal meaning or direct application to real life situations. The teaching cycle must draw upon relevant cultural aspects, particularly Indigenous culture to nurture self-esteem, tolerance and inclusive behaviour. The provision of learning experiences that include links to more than one curriculum link, provides a more authentic experience and more scope for developing problem solving strategies.
Reflection: My teaching philosophy is the same, however the ways of achieving the outcomes has developed. In order to engage students it is necessary to be flexible with curriculum delivery, depending on the mood and environment.
