My Philosophy

My philosophy on education and teaching is that 'everyone deserves to learn'. No matter what ability level a student is at, they deserve to have an equal opportunity to grow and develop in their own way. I want my students to have a positive experience in the classroom and at school and feel safe and secure in an encouraging environment. My goal as a teacher is to always take my class on adventures where they are able to investigate new ideas and form their own thoughts and ideas through hands-on learning experiences.

Learners

I believe that every child is unique and learns at their own pace. By building partnership and forging positive relationships with the families of children it helps to understand each child’s social, emotional and cultural needs, ideas, abilities and interests, linked to Elements 1.1.2, 5.1.3, 6.2.1 of the NQS (ACECQA, 2017b; 2018). Children interests and needs influence my Curriculum planning and form the basis of creating play-based experiences with a balance of structured, planned and child-initiated experiences (Page et al., 2013; Recchia & Shin, 2010; Tickell, 2011). I feel play-based learning supports children making connections and provide opportunities to socially interact with people, objects and places (Chowdhury & Rivalland, 2012; Copple & Bredekamp, 2009; Page et al., 2013), which help them develop self-awareness, self-identity and sense of empowerment (Canning, 2007). I believe children have a right to make choices, express views and self-direct their own learning using their imagination and creativity (Bruce, 2011; MacDonald, 2018; Macmillan, 2013).

Teaching Pedagogy

I believe in holistic learning, striving to help children attain physical, cognitive and emotional achievements while also developing their unique voice and sense of self. My teaching pedagogy is inspired by theorists such as Montessori, Reggio and Walker. These approaches encourage children to use their natural curiosity to initiate, investigate, discover, create, improvise, imagine, problem-solve, take risks and make new discoveries (Bobis et al., 2013; Copple & Bredekamp, 2009; Department of Education, Employment and Workplace Relations (DEEWR), 2010a; 2010b; Knaus, 2013; Reys et al). My role is to support and guide them, work alongside them offering prompts, modelling and asking open-ended questions, which empowers them to problem solve, take risk, think creatively and challenge themselves (Bobis et al., 2013; Reys et al., ). I have a passion for STEM and using provocations or learning stations within the classroom to encourage my students to investigate, imagine, explore, use creative thinking skills, problem solve, express wonder, and take control over their own learning (McDevitt et al., 2013; O'Donnell et al., 2015), linked to Elements 1.1.1, 1.1.2 and 1.1.6 of the NQS (ACECQA, 2017b; 2018). STEM projects and provocations provide opportunities for shared learning experiences to share ideas, collaborate, share successes and socially interact with others, which meets their social and emotional well-being. Using a hands-on play-based curriculum that is student-centered supports students to develop secure attachments, inter-dependence, resilience and autonomy as they feel validated, safe and confident (Knaus, 2015). Most importantly, I must always act ethnically, respect everyone rights and be guided by the Code of Ethics, Code of Conduct and Australian Professional Standards for Teachers, which will help ensure my approach to teaching, actions and learning are high quality and ambitious.

Learning Environment

The learning environments also need to meet the diverse needs of all children and maximise their learning opportunities. My learning spaces provide opportunities for children to rest, relax and sleep, which meets each child’s need and ensure routines from home are respected, which meets National Regulation 81 and Element 2.1.2 of the NQS (ACECQA, 2017b; 2018). Both indoor and outdoor play spaces invite children to explore, investigate, and engage in active risky play, which supports children’s fine and gross motor development, balance, flexibility, strength and spatial awareness, which meets National Regulation 103 and Elements 2.2.2, 3.1.1, 3.2.2 of the NQS (ACECQA, 2017b; 2018). I believe students become active learners by providing supportive, inclusive and caring atmosphere where all children feel a sense of belonging, safeness and confidence to share ideas and socially interact in shared play experiences. Furthermore, setting up environments with open-ended play experiences based on children’s interest, motivation and capabilities allow children time and space to choose who, what and how they participate, which supports the wellbeing, cultural identity, learning and development of each child (Acer et al., 2016; Berris & Miller, 2011; Rentzou, 2014; Tsiakara & Digelidis, 2014; Wilson, 2015). Most importantly, by creating environments that are inclusive, welcoming, safe, flexible and responsive it meets National Regulation 103, 105 and Elements 2.3.1, 3.1.1, 3.1.3, 3.2.2, 5.1.1 of the NQS (ACECQA, 2017b; 2018).

Reflection

I have a strong focus on reflective practice and unafraid of change and growth. After each lesson I critically reflect on my lessons and look for ways to continually improve and am committed to lifelong learning. I am versatile, resilient, and responsive to change and am confident that I will adapt to the demands and expectations of being a teacher. I am proficient with the Early Years Learning Framework (DET, 2019) and the Australian Curriculum (ACARA, n.d) and understand that my teaching approach and resources need to continuously improve, reacting to the needs, ideas and interests of the children while incorporating pedagogical best practices.

Professional Learning

Professional learning is a platform that underpins our practice as we are all continual learners. Engagement in professional learning helps to develop new knowledge, change pre-conceived attitudes in relation to teaching practices to help improve student’s achievement and encourage students to become life-long learners. As an active learner, I observe and get feedback from other expert teachers, collaborate with other teachers, parents and professionals, participate in online professional development activities, share lesson ideas and resources with other teachers, which helps ensure my teaching methodology is effective, content is developmentally appropriate and suited to my students (Mizell, 2010).

Conclusion

In conclusion, I see myself as a teacher who wants to inspire and encourage students to achieve their best using Reggio inspired approaches to teachings, creative, hands-on play-based curriculum that is students centered. When the classroom environment is inclusive and focuses on building respectful relationships, it helps children feel safe and secure, which gives them the confidence to challenge themselves and achieve their best. Most importantly, building partnership and forging positive relationships with the families of children helps to build connections between school and home.

Teacher Philosophy

Add your comment

Reply to:

Confirm copying