Graduate
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 inquiry 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 inquiry 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.
Proficient - Teaching Philosophy
All children have the right to learn in a safe environment without interruptions to the learning and teaching cycle.
This is established by uisng familiar routines and instructions that are clear and achievable.
There should be quietness at designated times.
Group work and collaborative learning opportunities need to be incorporated at appropriated times.
Manners and empathy towards other students and all staff are essential as part of a well rounded, wholistic
Gratitude should be incorpoarted into daily routines.
Entry and Exit rouitnes are used:
Lining up before entering the classroom with a mindset of being Ready to Learn,
Respectful Communication used at all times with both staff and students.
Use of appropriate noise levels depending on the nature of the classroom activity. This is indicated verbally and visually - 5 Finger Model. This is demonstrated in the class by the teacher either describing and giving and examples or using the class level of nosie as a demonstration. 5 Finger model displayed visually in poster form in each classroom.
Before class is dismissed all students are expected to push their chairs in and stand behind them. This may inlcude on top of desk on cleaning days (MWF classrooms; TT Labs).
Concepts should be introduced and explained verbally and visually and related to everyday /real ife situations.
Acceptance and celebration of different cultural values while maintaining respect of each individual, animal and plant on this Earth.
Students need to be given time to consoldiate understanding of concepts through practice. In Science this can be done through conducting practical activities in either the Lab or the Classroom.
Science:
Examples:
Year 7: States of Matter Poster (individual) Food Web Poster (collaborative) Proving the accepted valsue of % Salt is Sea Water Prac (collaborative) and a valuable demonstration of graphing, statistics & shared data.
Year 8: Heart Poster, uisng cololured tubing. Prize awarded for best design and presentation each year (personal design)
Year 8: Energy Transfers /Transformations: Energy Chain Poster. (Adapted from textbook to match the Rube Goldberg activity)
Year 8: Make Molecules with plasticine. Hands on activity to visualise the structure of different molecules, (group work)
Year 10: Greenhouse prac to consolidate the concepts of The Greenhouse effect. Introduced in my first year of teaching Year 10 (2021) Pearson textbook.
Maths:
Examples:
Year 7: Geometric Art Assignment: connecting different Types of Triangles and Angles in an Art form, relating to the Cubism Art Movement. (Real life presented through Geometry and Abstraction).
Students design their own Artwork, incorporating various types of Triangles e.g., Equilateral, Isoceles, Right Angle. They label and describe mathematical features e.g., different types of angles: acute, obtuse, congruent. A glossary and Index is attached their Artwork to convey their knowledge and understanding.
Year 10 general:
Investigation:
1. Design the best shape bottle for efficient transportatio. Student need to consider volume vs capacity
2. Calculate the area and volume of a standard milk carton
Differentiation:
Mathspace activities Eg Jalan Robertson
Liason with mother. Positve outcome Jalan began doing Mathspace at home with his Dad. Jalan's Mum was very pleased with this outcome of being able to better engage Jalan. *
This is established by uisng familiar routines and instructions that are clear and achievable.
There should be quietness at designated times.
Group work and collaborative learning opportunities need to be incorporated at appropriated times.
Manners and empathy towards other students and all staff are essential as part of a well rounded, wholistic
Gratitude should be incorpoarted into daily routines.
Entry and Exit rouitnes are used:
Lining up before entering the classroom with a mindset of being Ready to Learn,
Respectful Communication used at all times with both staff and students.
Use of appropriate noise levels depending on the nature of the classroom activity. This is indicated verbally and visually - 5 Finger Model. This is demonstrated in the class by the teacher either describing and giving and examples or using the class level of nosie as a demonstration. 5 Finger model displayed visually in poster form in each classroom.
Before class is dismissed all students are expected to push their chairs in and stand behind them. This may inlcude on top of desk on cleaning days (MWF classrooms; TT Labs).
Concepts should be introduced and explained verbally and visually and related to everyday /real ife situations.
Acceptance and celebration of different cultural values while maintaining respect of each individual, animal and plant on this Earth.
Students need to be given time to consoldiate understanding of concepts through practice. In Science this can be done through conducting practical activities in either the Lab or the Classroom.
Science:
Examples:
Year 7: States of Matter Poster (individual) Food Web Poster (collaborative) Proving the accepted valsue of % Salt is Sea Water Prac (collaborative) and a valuable demonstration of graphing, statistics & shared data.
Year 8: Heart Poster, uisng cololured tubing. Prize awarded for best design and presentation each year (personal design)
Year 8: Energy Transfers /Transformations: Energy Chain Poster. (Adapted from textbook to match the Rube Goldberg activity)
Year 8: Make Molecules with plasticine. Hands on activity to visualise the structure of different molecules, (group work)
Year 10: Greenhouse prac to consolidate the concepts of The Greenhouse effect. Introduced in my first year of teaching Year 10 (2021) Pearson textbook.
Maths:
Examples:
Year 7: Geometric Art Assignment: connecting different Types of Triangles and Angles in an Art form, relating to the Cubism Art Movement. (Real life presented through Geometry and Abstraction).
Students design their own Artwork, incorporating various types of Triangles e.g., Equilateral, Isoceles, Right Angle. They label and describe mathematical features e.g., different types of angles: acute, obtuse, congruent. A glossary and Index is attached their Artwork to convey their knowledge and understanding.
Year 10 general:
Investigation:
1. Design the best shape bottle for efficient transportatio. Student need to consider volume vs capacity
2. Calculate the area and volume of a standard milk carton
Differentiation:
Mathspace activities Eg Jalan Robertson
Liason with mother. Positve outcome Jalan began doing Mathspace at home with his Dad. Jalan's Mum was very pleased with this outcome of being able to better engage Jalan. *