TEACHING PHILOSOPHY
"It is true that we cannot make a genius, but we can give each child the chance to fulfil his potential"
Maria Montessori
Each child is a unique individual who needs a secure, caring and stimulating atmosphere to grow emotionally, intellectually, physically, and socially (Vardin, 2003). As an educator, I am committed to help students meet their full potential by providing a safe environment, supporting risk taking, and encouraging cross-fertilisation of ideas in the classroom. As an educational psychologist, I believe that teaching and research can and must inform each other, and I draw on a variety of theoretical perspective and data analysis to develop my teaching practices.
Flexibility in my theoretical positions allows the use of a number of methods, ranging from explicit instruction to activities that emphasise student control and interactivity, in order to cater for the diversity of learners and the kind of information and skills they need in my class.
I believe that the students’ natural curiosity should direct their learning, therefore I am going to act as a guide who unlocks the key to knowledge, rather than acting as the primary source of information. The students’ search for knowledge is met as they learn to find answers to their questions. I endorse the importance of peer learning, and I create opportunities for the students to construct their knowledge socially, whilst acknowledging the need to work at their own pace and the varying degrees of assistance I must provide.
Students in my class access hands-on activities and ICTs, and are granted adequate time and space to use materials that reinforce the lesson being studied. In each lesson, I support the development of the General Capabilities, especially literacy and numeracy, as identified by the National Curriculum.
According to leading research, developing a curriculum around students' interests fosters intrinsic motivation (Bowen, 2007). When students have ownership of the curriculum, they are motivated to master the skills necessary to reach their goals. I believe classroom meetings and mini surveys are great opportunities for each student's voice to be heard. When given the opportunity for input, students generate amazing ideas and a rich supply of learning activities.
Considering how teachers’ expectations influence students’ achievement (Rosenthal & Jacobson, 1968), I exploit the value of positive self-fulfilling prophecies and set high expectations for my students, for both academic achievements and behaviour. I help my students to set subject-specific goals that are measurable and achievable, so we both know what we are working towards, and I consistently give formal and informal feedback.
I want to help students to develop love and respect for themselves, others and their environment through a sensible approach to discipline. I am persuaded that students have greater respect for their teachers, their peers and the lessons presented when they feel safe and know what is expected of them. In setting fair and consistent rules and stating the importance of each activity, students are shown respect for their presence and time. They become, in turn, responsible members of the classroom community.
In my opinion, teaching provides an opportunity for continual learning and growth. It stimulates the learning from pedagogical strategies and research, learning from the parents and the community, learning from colleagues, and especially learning from and learning with the students. I hope to inspire a life-long love of learning in my students, and I am aiming to be compassionate, enthusiastic, and committed to reflective practice.
Flexibility in my theoretical positions allows the use of a number of methods, ranging from explicit instruction to activities that emphasise student control and interactivity, in order to cater for the diversity of learners and the kind of information and skills they need in my class.
I believe that the students’ natural curiosity should direct their learning, therefore I am going to act as a guide who unlocks the key to knowledge, rather than acting as the primary source of information. The students’ search for knowledge is met as they learn to find answers to their questions. I endorse the importance of peer learning, and I create opportunities for the students to construct their knowledge socially, whilst acknowledging the need to work at their own pace and the varying degrees of assistance I must provide.
Students in my class access hands-on activities and ICTs, and are granted adequate time and space to use materials that reinforce the lesson being studied. In each lesson, I support the development of the General Capabilities, especially literacy and numeracy, as identified by the National Curriculum.
According to leading research, developing a curriculum around students' interests fosters intrinsic motivation (Bowen, 2007). When students have ownership of the curriculum, they are motivated to master the skills necessary to reach their goals. I believe classroom meetings and mini surveys are great opportunities for each student's voice to be heard. When given the opportunity for input, students generate amazing ideas and a rich supply of learning activities.
Considering how teachers’ expectations influence students’ achievement (Rosenthal & Jacobson, 1968), I exploit the value of positive self-fulfilling prophecies and set high expectations for my students, for both academic achievements and behaviour. I help my students to set subject-specific goals that are measurable and achievable, so we both know what we are working towards, and I consistently give formal and informal feedback.
I want to help students to develop love and respect for themselves, others and their environment through a sensible approach to discipline. I am persuaded that students have greater respect for their teachers, their peers and the lessons presented when they feel safe and know what is expected of them. In setting fair and consistent rules and stating the importance of each activity, students are shown respect for their presence and time. They become, in turn, responsible members of the classroom community.
In my opinion, teaching provides an opportunity for continual learning and growth. It stimulates the learning from pedagogical strategies and research, learning from the parents and the community, learning from colleagues, and especially learning from and learning with the students. I hope to inspire a life-long love of learning in my students, and I am aiming to be compassionate, enthusiastic, and committed to reflective practice.
References
Bowen, E. (2007). Student engagement and its relation to quality work design: A review of the literature. Action Research Exchange (ARE), 2(1).
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York, NY: Holt, Rinehart & Winston. Vardin, P. A. (2003). Montessori and Gardner' s theory of multiple intelligences. Montessori Life, 15(1), 40-43.
Bowen, E. (2007). Student engagement and its relation to quality work design: A review of the literature. Action Research Exchange (ARE), 2(1).
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York, NY: Holt, Rinehart & Winston. Vardin, P. A. (2003). Montessori and Gardner' s theory of multiple intelligences. Montessori Life, 15(1), 40-43.
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The following document is an example
of the strategies I use to involve my students in their learning. |
Click here to download the full personal statement
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| student_feedback_form.pdf |