TEACHING PHILOSOPHY:

There are many reasons as to why I want to become a teacher. The overarching reason which
influences all decisions I make inside and outside of the classroom is that I want to ignite the
passion in students to be life-long learners and to use this to make positive social change. I
want my students to stand up for what they believe in and stand up for they think is right,
even if they have to stand alone. I believe the only way to change the many social injustices
in our world is by giving the next generation the tools to research and think independently. I
have a love of learning, and it is through this love that I have been able to think beyond how
things have always been done and research for myself why certain views of the past are
unjust.
For students to build this love of education, they must also feel safe and happy at school and
have their learning, social, physical and emotionally needs met. This is why I ensure that I the
Principles of Learning and Teaching (POLT) in my classroom. In my classroom, I endeavour
to instil the feeling of community so students feel safe to share their ideas and ask thought
provoking questions to deepen their learning. This will ensure that they feel they are a vital
member of our classroom community and as a result raise their self-esteem so they are more
engaged learners (Victorian State Government, 2014). To create this positive learning
environment, I ensure that students know what is expected of them every day in regards to
both their behaviour and academic goals. By being consistent and fair with all my students, I
believe I have created an environment where students can concentrate on the task at hand
(VSG, 2014).
I have a social constructive approach so in our classroom community; I promote the use of
Vygotskys Zone of Proximal Development (1978) as students can further their learning
zone when working with an advanced peer. I also use metacognition to ensure students are
thinking about their learning and the strategies they are developing by asking them to reflect
on the task (Skamp and Preston, 2015). I also use a range of higher order thinking questions
from Blooms Revised Taxonomy (Churches, 2008) to promote student thinking in all of my
classroom discussions and tasks set. Cognitive constructivism is also highlighted throughout
my lessons that use hands-on tasks that promote student learning and encourage student
engagement (Blake and Pope, 2008).

To promote student engagement, I ensure that my classroom is not always traditional.

Students are not also seated, and they arent silent. Drawing on Dewey (1938) and his
description of the traditional classroom and the disengaged learner, I endeavour to have fun
and exciting learning opportunities for my students where incidental teaching is not pushed
aside to abide strictly to the lesson plan. In my planning and teaching, I also ensure that I
regularly check in with the learning needs and styles of my students. Learning needs and
styles o not stay the same throughout a students life as they are constantly changing and
evolving. Therefore, I ensure that my planning and teaching takes this into consideration to
ensure my students do not become disengaged (Davis, Sumara and Luce-Kapler, 2008).

In our classroom community, I also see the importance of including parents/carers in our
learning as well as other faculty and students by celebrating student achievement. To do this,
I would regularly communicate with parents and carers on the learning, social, emotional and
physical achievement of their child. Student work would be displayed throughout the
classroom and in communal areas of the school and open house days would be held to
include the wider school community within the school.
I also believe that to be an effective teacher that encourages students to create positive social
change and treat others with respect; I need to be a positive role model. This is why I always
treat other with respect in both my professional and private life. I ensure that in all aspects of
my life I have a positive outlook, and I stand up for what I believe is right.
In conclusion, I am a passionate teacher who cares deeply about student learning and needs.
As a result, I am active in my learning and ensure that strategies and theories I use within the
classroom promote the growth of the whole student.
REFERENCES:
Blake, B., & Pope, T. (2008). Developmental Psychology: Incorporating Piagets and
Churches, A. (2008). Bloom's taxonomy blooms digitally. Tech & Learning, 1. Bloom's
taxonomy
Davis, B, Sumara, D, Luce Kapler, R (2008), Engaging Minds: Changing Teaching in
Complex Times, Second Edition, Taylor and Francis group
Dewey, J (1938), Experience and Education, New York, Simon and Schuster
Skamp, K., & Preston, C. (2015). Teaching primary science constructively (5th ed.). South
Melbourne, Vic.: Thomson Learning Australia.
Victorian State Government (2014) Stimulating and Secure Learning Environment. Retrieved
6 April 2016, from
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/Pages/s
timulatelearn.aspx
Vygotsky, L. S. (1978), Mind in Society: The Development of Higher Psychological
Processes, Harvard University Press, 1978, Cambridge, Massachusetts, London, England