Teaching Philosophy

My Teaching Philosophy

My philosophy and the accompanying Suite of Evidence models a value ! want to instil in my students, a lifelong love of learning. Lifelong learning is about igniting a passion for learning skills, not only knowledge (Bryce & Withers 2003). My philosophy is reflective of my commitment to be a lifelong learner, meaning it continues to grow and evolve throughout my professional endeavour.However, Maslow's (2012) Hierarchy of Needs constantly remains central to my philosophy. This is evident as I prioritise students' fundamental needs by building a safe, respectful and inclusive environment to help students reach their full potential. I will achieve this by building strong relationships with students, which enables teachers to cater to students individual and holistic needs (Game & Metcalfe 2006). As part of building strong relationships, I will use a culturally responsive pedagogy by knowing and drawing from students diverse 'virtual backpacks (Seely Flint et al. 2020). Meaning I will utilise students' prior experiences, abilities and beliefs within the classroom. Therefore, reflecting a constructivist approach as students actively draw on prior knowledge to make meaning of new concepts (Piaget 1952).I desire to create an equitable learning environment, meaning students are not all provided with the same, rather they are scaffolded and given the tools and skills necessary to succeed. In my classroom. to cater to the myriad of student's needs. I will differentiate through process, product, content and the leaming environment, which is underpinned by the work of Tomlinson (2014).I will empower students to be collaborative and have voice in their leaming by embedding the gradual release of responsibility model (GRAM). The GRRM scaffolds students learning, shifting from explicit teaching towards fosteriry student agency and self-directed leamers (Fisher & Frey 2013). As students learn best when work is challenging but achievable.

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My Teaching Philosophy

My philosophy to teaching has evolved over the years and the three characteristics I value and I endeavour show my students and colleagues is, my passion for teaching, enthusiasm and hard working attributes with any project I do. As I reflect on my teaching experiences so far, I can see how teaching is a lifelong commitment to learning. It's also important to be able to build relationships and being adaptive to work in team environments."Its scope of activity is not confined to the carrying out of tasks, but essentially involves planning, co-ordination, communication and evaluation-activities that cannot be reduced to any set of skills", (Winch, 2012). Teaching in a nutshell is plan accordingly, be organised and co-ordinate a lesson, effective communication and assess by evaluating how students processed your teaching and what they learned.The pedagogical theory I feel strongly links with my philosophy is Piaget's Theory, stages of cognitive development. It's definitely more evident when teaching lower and middle primary levels when referring to the preoperational and concrete operational stages. "Constructivism is a process whereby teachers immerse learners in experiences and help them to build mental models that make coherent sense of these experiences," (Cope et al, 2015).I feel creating a hands on learning environment when you incorporate concrete objects is an essential part of learning at this stage of their school journey. My major being physical education, it is evident that students develop skills through practice and the use of concrete materials.Another theory I feel i relate to most is Vygotsky's theory of 'Zone of proximal development. As the theory is based on skill and the development of students stages of learning, I feel my specialisation fits with how students go from needing assistance to being able to do tasks independently. That is the aim as a teacher. If students are working independently and asking a question here or there, then you are doing the right thing.Going into my final few subjects of the degree and studying over a 7 long years, I have gradually built an understanding of what attributes and approaches are needed to teach effectively in today's classroom. Getting out of your comfort zone and teaching areas you're not necessarily familiar with, helped me grow and have a better understanding on how to be prepared for each lesson. Making sure you have an inclusive classroom environment so all students feel safe and heard. In the article (Qvortrup 2018). They research how there are three dimensions of inclusion in education and these are seen in the social community of the school and in the classroom. Working with students of all levels and disability, it's important to recognise these students and being about to adjust your teaching style to ensure all students are being active learners in the classroom.have been lucky enough to be placed at a variety of different schools in the past few years. I was able to have a taste of what it would be like to be involved in fferent school communities. Having the experience in the classroom recently, I definitely feel my best fit will be as a specialist teacher in the primary or secondary ector. I want to make a difference in education, and strive to achieve leadership roles in the near future.

• Teaching Philosophy
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