This document outlines the author's teaching philosophy. It believes that teachers are role models and motivators for students, and that the quality of teaching has a pronounced influence on learning. The author believes in embracing diversity in the classroom, differentiating teaching to cater to different needs, and using a constructivist approach where learning is active and student-centered. The philosophy also emphasizes the importance of having a positive outlook, reflecting on practices, collaborating with other teachers, and incorporating 21st century approaches to achieve successful student outcomes.
This document outlines the author's teaching philosophy. It believes that teachers are role models and motivators for students, and that the quality of teaching has a pronounced influence on learning. The author believes in embracing diversity in the classroom, differentiating teaching to cater to different needs, and using a constructivist approach where learning is active and student-centered. The philosophy also emphasizes the importance of having a positive outlook, reflecting on practices, collaborating with other teachers, and incorporating 21st century approaches to achieve successful student outcomes.
This document outlines the author's teaching philosophy. It believes that teachers are role models and motivators for students, and that the quality of teaching has a pronounced influence on learning. The author believes in embracing diversity in the classroom, differentiating teaching to cater to different needs, and using a constructivist approach where learning is active and student-centered. The philosophy also emphasizes the importance of having a positive outlook, reflecting on practices, collaborating with other teachers, and incorporating 21st century approaches to achieve successful student outcomes.
This document outlines the author's teaching philosophy. It believes that teachers are role models and motivators for students, and that the quality of teaching has a pronounced influence on learning. The author believes in embracing diversity in the classroom, differentiating teaching to cater to different needs, and using a constructivist approach where learning is active and student-centered. The philosophy also emphasizes the importance of having a positive outlook, reflecting on practices, collaborating with other teachers, and incorporating 21st century approaches to achieve successful student outcomes.
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EDFD 462: AT1 SECOND DRAFT 1
Lara Perera, S00138514
FINAL PHILOSOPHY STATEMENT 2017
It is my belief that a teacher is more than just an educator but also
and potentially as important a role model and a motivator for students. The quality of teaching has a pronounced influence on a students learning. The profession is an ever-surprising mix of sheer hard work and ecstatic success.
The calibre of education that is provided by teachers is strongly subjective to
the success of a student
I believe that my teaching philosophy is subjected to evolve, but at
this point of time I believe strongly in catering to diversity, student learning and collaboration.
To be an effective educator, I believe it is vital to embrace every
element of diversity in the classroom, whether it is cultural background, ethnicity, or learning abilities. Diversity should be celebrated as it strengthens education and society. When getting to know children in my class, it is vital for me to understand where the student has come from, their current learning abilities, and also what circumstances may affect their learning, this will allow me to build an understanding of my classroom demographics and how I can as a teacher cater to all these needs.
I believe that for quality and equitable education to occur in diverse
classrooms, teaching needs to be differentiated. Everyday a new learning opportunity presents itself whether it is something as simple as new teaching material, or even more pivotal as a new experience or challenging situation in the classroom environment, as a teacher I must approach these learning opportunities with a positive and proactive mindset that will ensure through each experience Im exposed to the classroom environment and my students will also be enriched and grow.
I believe that children learn through observing, listening,
questioning, and in other ways exploring, gathering copious amounts of knowledge about the physical and social world around them. I embrace the constructivist learning approach where learning is active and student centred. Children are inclined to having very strong educative instincts. I will empower students through the facilitation of authentic learning experiences that stimulate curiosity and promote discovery. To do this my lessons will be centered around issues that are meaningful and significant to the lives of the children to help foster intrinsic motivation. Learning and teaching practices will be the key elements used when assessing the students. These will be fair in nature as each will be individualised for each student, assessing them by using a wide range of strategies. Included will be diagnostic, formative and summative assessments to highlight their growth opportunities
I believe that as an educator, It is vital to always have a positive
outlook towards learning, not just for the students, but also my self as an educator. This will allow me daily to reflect on my practices and approaches to continue to enhance my teaching skill set. Working collaboratively, provides me with the opportunity to learn from other educators and their practices. I have participated in staff meetings, PLT meetings and Professional Development programs that have continued to help me progress as an educator. I strive to incorporate 21st century pedagogical approaches in my teaching strategies to achieve successful outcomes from my students, preparing them as well rounded individuals for the future, in whichever career path they take. Teaching is more than just a job, its a passion, and opportunity for a powerful rewarding learning experience for all involved.