“Education is not preparation for life; education is life itself” – John Dewey
Equitable access to education is imperative in contemporary Australian schools as diverse student populations require teachers to be responsive to the individual learning needs of all students (Jean-Marie, Sider & Desir, 2015). I believe that all students should be supported to access curriculum content that is delivered in a valuable and productive way. Consequently, my teaching philosophy values a deep understanding of each student to ensure that I “know students and how they learn” (Education Services Australia, 2011, p. 10). My teaching pedagogy aligns with Gardener’s Theory of Multiple Intelligences as it provides opportunities for students to employ a range of learning styles (Woolfolk & Margetts, 2016).Through the differentiation of content, I endeavor to cater for the abilities and needs of all students in an equitable manner.
Autonomy and empowerment are conducive to optimal academic achievement (Jones & Skaggs, 2016). Therefore, I believe that students must be positioned as agents in the construction of their own education. My teaching philosophy views the educative process as a student-centred experience. To facilitate this, I plan to employ constructivist approaches by developing learning opportunities that are “meaningful, experiential and focused on the process rather than the product” (Tangney, p. 266, 2014). This notion aligns with Piaget’s Theory of Constructivist Learning which positions valuable education in an epistemological framework of experiential learning (Woolfolk & Margetts, 2016). In this way, my teaching pedagogy values the provision of inquiry-based, investigative learning which supports student directed learning.
The physical, pedagogical and social context in which learning occurs is a key determinant of student success (Imms, Cleveland & Fisher, 2016). Consequently, my teaching philosophy posits that the creation and maintenance of a safe and supportive classroom environment is critical for the growth of the holistic student (Education Services Australia, 2011). According to Maslow’s Hierarchy of Needs, a student can only effectively engage with education when basic needs of security and safety are met (Woolfolk & Margetts, 2016). Therefore, as a teacher, I will create an “enabling school environment” which allows students to engage in safe risk-taking, experimental and self-regulatory behaviours that support academic growth (NSW Department of Education and Communities, 2015).
Equitable access to education is imperative in contemporary Australian schools as diverse student populations require teachers to be responsive to the individual learning needs of all students (Jean-Marie, Sider & Desir, 2015). I believe that all students should be supported to access curriculum content that is delivered in a valuable and productive way. Consequently, my teaching philosophy values a deep understanding of each student to ensure that I “know students and how they learn” (Education Services Australia, 2011, p. 10). My teaching pedagogy aligns with Gardener’s Theory of Multiple Intelligences as it provides opportunities for students to employ a range of learning styles (Woolfolk & Margetts, 2016).Through the differentiation of content, I endeavor to cater for the abilities and needs of all students in an equitable manner.
Autonomy and empowerment are conducive to optimal academic achievement (Jones & Skaggs, 2016). Therefore, I believe that students must be positioned as agents in the construction of their own education. My teaching philosophy views the educative process as a student-centred experience. To facilitate this, I plan to employ constructivist approaches by developing learning opportunities that are “meaningful, experiential and focused on the process rather than the product” (Tangney, p. 266, 2014). This notion aligns with Piaget’s Theory of Constructivist Learning which positions valuable education in an epistemological framework of experiential learning (Woolfolk & Margetts, 2016). In this way, my teaching pedagogy values the provision of inquiry-based, investigative learning which supports student directed learning.
The physical, pedagogical and social context in which learning occurs is a key determinant of student success (Imms, Cleveland & Fisher, 2016). Consequently, my teaching philosophy posits that the creation and maintenance of a safe and supportive classroom environment is critical for the growth of the holistic student (Education Services Australia, 2011). According to Maslow’s Hierarchy of Needs, a student can only effectively engage with education when basic needs of security and safety are met (Woolfolk & Margetts, 2016). Therefore, as a teacher, I will create an “enabling school environment” which allows students to engage in safe risk-taking, experimental and self-regulatory behaviours that support academic growth (NSW Department of Education and Communities, 2015).