Philosophy
“A teacher who loves learning earns the right and the ability to help others learn.”
― Ruth Beechick, An Easy Start in Arithmetic
My teaching philosophy is based around reflection I have done on my experience as a learner/student. My experience as a learner, in formal education, in the workforce or through my travels, has taught me that education is an invaluable tool for individuals and societal progression. I will encourage active participation in topics and peer education. Learning does not stop at formal education and I want to teach my students to understand and embrace this. I believe that creating an open and interesting environment is key to developing young minds.
With reference to the AITSL Teaching Standards (Australian Insitute for Teaching and School Leadership, 2013) I have listed my commitment to students, parents, colleagues and teaching.
I will
- perform my role by being ethically sound and by complying with legislative requirements
- participate and engage with colleagues and seek further training to enhance teaching skills
- understand and strategise lessons so that the content is relevant and clearly explained to the students
- be aware of the learning environment the students are in and make changes where necessary to aid development
- recognise the different levels of achievement that each student can reach
- understand that all students learn in different ways and might require specific attention, with reference to diagnosed disabilities and general learning difficulties
- respect non-mainstream student’s differences, and be considerate of cultural needs along side the mainstream curriculum and promote understanding and interest across the student’s different cultural backgrounds
- teach students how to best understand ICT and how it can enhance their learning
- plan lesson sequences using a range of teaching strategies
- provide relevant and consistent feedback to students and their parents by collecting a data over time to substantiate my assessment
- be up to date with research on how students learn
- reflect and act on the quantitative and qualitative results of student assessment
― Ruth Beechick, An Easy Start in Arithmetic
My teaching philosophy is based around reflection I have done on my experience as a learner/student. My experience as a learner, in formal education, in the workforce or through my travels, has taught me that education is an invaluable tool for individuals and societal progression. I will encourage active participation in topics and peer education. Learning does not stop at formal education and I want to teach my students to understand and embrace this. I believe that creating an open and interesting environment is key to developing young minds.
With reference to the AITSL Teaching Standards (Australian Insitute for Teaching and School Leadership, 2013) I have listed my commitment to students, parents, colleagues and teaching.
I will
- perform my role by being ethically sound and by complying with legislative requirements
- participate and engage with colleagues and seek further training to enhance teaching skills
- understand and strategise lessons so that the content is relevant and clearly explained to the students
- be aware of the learning environment the students are in and make changes where necessary to aid development
- recognise the different levels of achievement that each student can reach
- understand that all students learn in different ways and might require specific attention, with reference to diagnosed disabilities and general learning difficulties
- respect non-mainstream student’s differences, and be considerate of cultural needs along side the mainstream curriculum and promote understanding and interest across the student’s different cultural backgrounds
- teach students how to best understand ICT and how it can enhance their learning
- plan lesson sequences using a range of teaching strategies
- provide relevant and consistent feedback to students and their parents by collecting a data over time to substantiate my assessment
- be up to date with research on how students learn
- reflect and act on the quantitative and qualitative results of student assessment