Teaching Philosophy Statement
My worldview is inline with constructivist and humanist thinking and my teaching philosophy is underpinned by this worldview. I believe students are individuals who are capable. To care for my students is to provide them with the opportunity to be educated in a classroom that is a safe and respectful environment, where high quality learning and outcomes are expected, that acknowledged their interests and that values their individual academic, social, emotional, behavioural and physical needs. To successfully provide this is is essential that I establish close relationships with my students that is based on mutual respect, honestly and collaboration.
I strongly believe in equal opportunities for all my students regardless of their socio-economic, learning, physical or mental health circumstances. I give all my students opportunities to empower them with responsibility, opinion and choice through student negotiated assessment methods that are equitable and challenging and that are conducted in a democratic and inclusive learning environment.
I have high expectations that all my students will respond to new knowledge reflectively and responsibly, and through doing this will create many of their own learning opportunities, outside of my catalyst.This approach allows me to take on the role of facilitator and questioner in a learning environment that is managed by my students. In planning curriculum, I use the underpinning principle that my students are capable and curious learners, and thus need to be active co-constructors of knowledge and participants of meaningful learning in order to connect what isbeing learned with prior knowledge and experiences. As part of an integrated interdisciplinary and cross-disciplinary curriculum, including the use of information and communication technologies and social networking platforms to support students’ worldview and knowledge transformation, learning activities focus on connecting relevant and important techniques, themes and ideas that are of personal and social importance to my students with those that are of local and global importance.
Considering students’ cognitive functioning levels is essential to the implementation and application of developmentally appropriate strategies that allow them to work within an extend their zone of proximal development. To ensure student engagement in learning, I differentiate units of work according to my students’ interest, readiness and learning profiles. Students are frequently involved in integrated activities that require use of critical higher order thinking skills evaluation of process and outcome quality, collaborative efforts and negotiation of working and social relationships. Observing this skill triad assists in determining student’s understanding, how they identify themselves as part of their creative team and their level of ability in practical techniques and is essential in making accurate assessments of learning achieved. Developing curriculum and assessment in this way fosters students’ intrinsic motivation for learning.