Personal Philosophy Statement
for teaching and learning...
Professional Knowledge:
My teaching qualification has provided me with extensive knowledge and experience working with all areas of the National Curriculum across all levels from Foundation through to year 7 in both mainstream and special education settings. All settings require instruction which is tailored to meet the needs of a diverse range of students (Price & Nelson, 2014). Therefore I value the use of differentiated instruction and all of its elements including clear concept-based learning objectives, flexible grouping and instructional methods, initial and ongoing assessment of student readiness and growth to guide differentiation, promotion of a positive and inclusive environment which values student diversity and most importantly proactive planning for student readiness, interest and learning profile (Tomlinson, 2003). Proactive planning also includes consideration of potential accommodations such as modifications and adaptations to curriculum and the learning environment to maximise access and participation for higher levels of engagement and achievement (Browder & Spooner, 2011; Disability Standards for Education, 2005). To address the growing expectations from society I aim at integrating literacy, numeracy and the use of different technologies in all subject areas to expand students’ depth of knowledge and understanding (Altieri, 2011; Fleer & Jane, 2011; van Kraayenoord & Elkins, 2004; Westwood, 2008). Professional Practice: Knowing, understanding and recognising students’ differing religion, culture and experiences and what they bring to the learning environment, I believe to be a key element in planning for effective teaching and learning (Krause, Bochner, Duchesne & McMaugh, 2010). I do my best to promote individualised learning through the use of student led inquiry where I play a facilitator role in the learning process, giving students ownership over their learning to promote student engagement and motivation. Some strategies I use to promote effective communication in my classroom include the use of visual reminders paired with auditory information, the use of a visual schedule, monitoring students feelings and growth through the use of exit cards, self-evaluation checklists and journals each day, providing students with ample opportunities to provide their input throughout the school day, use of a student responsibilities chart for a smooth running classroom and other various strategies to gauge progress and provide assistance to students throughout lessons with minimal need to gain teacher attention in other ways (Hyde, Carpenter & Conway, 2010; Mackay, 2006). As a reflective practitioner, I consistently evaluate all aspects of my teaching and the learning of my students through a variety of assessment methods and techniques. Some of these include observations, anecdotal records, instant feedback, questioning, exit cards, self-evaluation checklists, journals, whole group active participation strategies (flashcards, mini whiteboards), student |
work samples, student portfolios, electronic portfolios, projects, and a variety of presentations (Price & Nelson, 2014; Salvia, Ysseldyke & Bolt, 2013). My planning also considers students prior lived experiences and knowledge to develop effective learning programs that are both sequential and allow students to make the relevant ongoing, meaningful connections with the learning.
I strive for my students to be passionate learners that are consistently challenged in a fair and safe learning environment. Therefore, my behaviour management style reflects the positive behaviour support methodology. This includes preventative strategies such as modifying classroom environments to decrease the chances of undesired behaviour, explicitly teaching behaviour that is acceptable, setting classroom agreements (rather than rules) that are developed by students themselves, use of positive reinforcement over the use of reprimands and supportive and active supervision (Mackay, 2006; Westwood, 2011). Professional Engagement: As previously stated, I believe I am a very reflective in my practice. I consistently evaluate my teaching by taking notes and reflecting in regards to quality and effectiveness. Teachers are not experts in all domains of teaching and learning, therefore collaboration with other colleagues, parents/carers and paraprofessionals is essential (Tait, 2010). Therefore I often liaise with other colleagues to gather information, extend my professional knowledge, gain feedback from more experienced teachers and work as part of a team to implement whole school initiatives such as implementation of the South Australian teaching for effective learning framework (SA TfEL). I also liaise with paraprofessionals such as speech pathologists and physiotherapists to incorporate effective accommodations in my classroom and to develop programs that are specifically tailored to students specific needs. I engage and expand on my professional learning by undertaking specific training in the best interests of my students so that I can better support them and their learning needs. I strongly believe it is important to develop effective working relationships with students, families and the wider community in order to provide meaningful and authentic learning experiences. Through ongoing and open communication with families I aim to be a part of an effective support network. I do this by communicating each day in student diaries to update parents/carers on student progress and this allows me to be aware of and sensitive to parent/carers needs in regards to educational support out of school. |