Teaching Philosophy
My personal teaching philosophy has continued to develop over the course of my university degree, and with the opportunities I have had to work with talented and dedicated teachers.
Over the past six years, I have become increasingly passionate about connecting to students lives so that I am a teacher who brings relevant, dynamic curriculum to students. This means that I need to connect to families and to the local communities in which families live. In schools that serve as engaged centers of community, notable improvements take place in learning, school effectiveness, family engagement, and community vitality.
I am convinced that having a focus on connecting with students lives, and the local communities will empower me to become a successful teacher. Brennan (2001) brings forth a refreshing vision of what our students, in partnership with the community can achieve. The author suggests that getting to know their communities by acting on them…students are able to participate in the construction of their community and their school. As a classroom teacher, I can motivate my students by engaging the communities in which they live, building community through their own schooling! As an example, I could consider having my students involved in a skills exchange, creating a community newspaper, podcasting news of their classroom learning to other schools nationally or even internationally ,supporting multicultural English language classes - this would revitalize students perspective of schools and give them better educational outcomes.
If I am able to help students critically analyse issues and events, understand the different ways events are interpreted, encourage true freedom of speech in the classroom, without fear of students being challenged for speaking differently, I believe this will lead students to a richer and more ethically committed sensitivity to the societies around them. This can only contribute to authentic democratic learning communities!
My philosophy of teaching is focused on Vygotsky and his theory of social constructivism. Vygotsky’s most influential ideas are those related to zones of development. The place where instruction and learning can take place is the zone of proximal development (ZPD). Learning occurs in this cognitive region, which lies just beyond what the child can do alone. This understanding from Vygotsky will influence my teaching practices.
Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, my students learn how to learn (Meta-cognition). I understand that in the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.
Over the past six years, I have become increasingly passionate about connecting to students lives so that I am a teacher who brings relevant, dynamic curriculum to students. This means that I need to connect to families and to the local communities in which families live. In schools that serve as engaged centers of community, notable improvements take place in learning, school effectiveness, family engagement, and community vitality.
I am convinced that having a focus on connecting with students lives, and the local communities will empower me to become a successful teacher. Brennan (2001) brings forth a refreshing vision of what our students, in partnership with the community can achieve. The author suggests that getting to know their communities by acting on them…students are able to participate in the construction of their community and their school. As a classroom teacher, I can motivate my students by engaging the communities in which they live, building community through their own schooling! As an example, I could consider having my students involved in a skills exchange, creating a community newspaper, podcasting news of their classroom learning to other schools nationally or even internationally ,supporting multicultural English language classes - this would revitalize students perspective of schools and give them better educational outcomes.
If I am able to help students critically analyse issues and events, understand the different ways events are interpreted, encourage true freedom of speech in the classroom, without fear of students being challenged for speaking differently, I believe this will lead students to a richer and more ethically committed sensitivity to the societies around them. This can only contribute to authentic democratic learning communities!
My philosophy of teaching is focused on Vygotsky and his theory of social constructivism. Vygotsky’s most influential ideas are those related to zones of development. The place where instruction and learning can take place is the zone of proximal development (ZPD). Learning occurs in this cognitive region, which lies just beyond what the child can do alone. This understanding from Vygotsky will influence my teaching practices.
Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, my students learn how to learn (Meta-cognition). I understand that in the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.
I am predominately positioned towards the Transformative / Authentic paradigms. As I reflect on this further, I can validate why I have a strong leaning towards my position. I draw these paradigm conclusions from three sources. First, from my own school experience, secondly, from my professional experience, and finally from my university studies.
My own personal primary and high school experience did not inspire or give me a thirst for education. Educated in the seventies, I have some sad memories of school life. This was partly due to me attending some ten schools during this time, however, the predominantly didactic approach did little to motivate or engage me as a learner. Working in a private school, I encounter a broad variety of teaching philosophies, social, cultural backgrounds, political and religious views, and these ‘colour’ the presentation of teachers work. During my university studies, I discovered through certain educational and research units, the benefits of moving towards an authentic / transformative paradigm, an environment where students engage in a multicultural society, connect and take responsibility for their own learning. Kalantzis & Cope (2012) suggest that, ‘ [students] develop knowledge about their knowledge making, and learn about how to learn…often called metacognition: thinking about thinking alongside the pragmatics of thinking.’
My own personal primary and high school experience did not inspire or give me a thirst for education. Educated in the seventies, I have some sad memories of school life. This was partly due to me attending some ten schools during this time, however, the predominantly didactic approach did little to motivate or engage me as a learner. Working in a private school, I encounter a broad variety of teaching philosophies, social, cultural backgrounds, political and religious views, and these ‘colour’ the presentation of teachers work. During my university studies, I discovered through certain educational and research units, the benefits of moving towards an authentic / transformative paradigm, an environment where students engage in a multicultural society, connect and take responsibility for their own learning. Kalantzis & Cope (2012) suggest that, ‘ [students] develop knowledge about their knowledge making, and learn about how to learn…often called metacognition: thinking about thinking alongside the pragmatics of thinking.’
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Assessment is a key platform I consider as I prepare any learning activities. The fundamental purpose of assessment is to establish where the learners are in their learning at the time of the assessment. I believe that assessment activities should be educationally valuable in themselves (form an integral part of the learning process rather than a separate process at the end); should provide useful feedback which assists students in future learning (identify inconsistencies in thinking, gaps in knowledge); should be designed so that they do not inhibit risk taking or encourage short-term and unproductive learning strategies. I have come to value what Glasson has said about assessment. “The role of assessment is an integrated one, involving both teachers and students in a mutually responsible and potentially productive relationship.” – Glasson, 2009. I also understand the importance between validity and reliability - valid test results are also reliable, but reliable test results are not necessarily valid.
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I am convinced that students, parents and local communities need to have some real input into children's education. I believe this 'democratic approach' will benefit the relationships I will encounter and ensure my students are connected and participating in the classroom. I want to be apart of a school community that is characterized by involving students in the decision-making process. I understand that a democratic curriculum seeks to help students become knowledgeable and skilled in many ways, including those required by the gatekeepers of socioeconomic access.
