Teaching philosophy
I believe teaching is a great profession, as you get to watch your students grow both as an individual and as a student. As a teacher I also believe:
- Students need to be provided with experiences that are suited to their interest, ability level and needs.
When planning and implementing programs and units of work, I think it is best for the activities and/or tasks to be developed and delivered around the students interest, ability levels, and needs. This often calls for some differentiation in the tasks to cater for all the different needs, abilities and interests. Whilst including this differentiation in lessons, I believe that it is still important to ensure that all students are still meeting and aiming towards the same intended learning outcome, just in their own specific ways. Gardner’s multiple intelligences theory supports this move in ensuring that all learning styles and abilities are catered for, as he believes that ‘Students learn in ways that are identifiably distinctive’ (Lane, 2008). Through Gardner’s theory of multiple intelligences, he also explains that even though it may seem difficult to cater for all these different needs, abilities and learning styles, it becomes easier when using a mix of media and/or multimedia to do so (Lane, 2008).
- Collaborative teaching and learning environment:
I strongly believe in a collaborative teaching and learning environment, where the teacher and the students can alternate between the teaching and learning roles. I have found that when used effectively in the classroom, students are able to express and explore information and knowledge that they have in specific topics with their peers, as well as sharing this information with the teacher. I also believe that this collaboration between teacher and student helps with the development of a strong relationship.
Within this collaborative learning environment, Kirschner explains that as well as the teaching and learning being a shared experience; the teacher is more of a facilitator of learning (Kreijns, Kirschner, & Jochems, 2003), rather than a walking textbook. Roger’s facilitation theory emphasizes that this facilitation occurs through the teacher’s attitudes in their relationship with the students (Facilitation Theory, 2013).
- Flexible grouping:
From experience I have seen how effective flexible grouping can be in the classroom. Using group work effectively in the classroom, allows students to experience so many different aspects of learning which they may not have had before. Group work allows students to work collaboratively with each other and learn off one and other. It also allows students to experience and take on roles, which they may have never experienced before. Whilst using group work in the classroom, I believe it is important to encourage students to think together, and question each other’s ideas, to build on what knowledge they have and get a deeper understanding of the task in which they are completing.
Through this flexible grouping, in line with research theories done by Piaget, Vygotsky and Bruner, the students are able to experience cognitive enhancement, as this takes place in a social context, whether it be teacher-pupil interaction or pupil-pupil interaction (Kutnick, et al, 2005).
- Discovery Learning - Incorporate hands on and interactive activities in lessons:
Research and theories developed by Piaget, Dewey and Vygotsky all suggest that discovery learning encourages students to become active participants in the learning process by exploring concepts and answering questions through hands on experiences.
I am huge believer of discovery learning, and enabling students to use hands on and ICT materials when engaging in various learning activities. I believe that the use of hands on and interactive resources in lessons, provides students with another aspect of learning, which can be enjoyed. Many students that I have been in contact with don’t find tasks as intimidating if there is an ICT resource or hands on activities incorporated.
- Students need to be provided with experiences that are suited to their interest, ability level and needs.
When planning and implementing programs and units of work, I think it is best for the activities and/or tasks to be developed and delivered around the students interest, ability levels, and needs. This often calls for some differentiation in the tasks to cater for all the different needs, abilities and interests. Whilst including this differentiation in lessons, I believe that it is still important to ensure that all students are still meeting and aiming towards the same intended learning outcome, just in their own specific ways. Gardner’s multiple intelligences theory supports this move in ensuring that all learning styles and abilities are catered for, as he believes that ‘Students learn in ways that are identifiably distinctive’ (Lane, 2008). Through Gardner’s theory of multiple intelligences, he also explains that even though it may seem difficult to cater for all these different needs, abilities and learning styles, it becomes easier when using a mix of media and/or multimedia to do so (Lane, 2008).
- Collaborative teaching and learning environment:
I strongly believe in a collaborative teaching and learning environment, where the teacher and the students can alternate between the teaching and learning roles. I have found that when used effectively in the classroom, students are able to express and explore information and knowledge that they have in specific topics with their peers, as well as sharing this information with the teacher. I also believe that this collaboration between teacher and student helps with the development of a strong relationship.
Within this collaborative learning environment, Kirschner explains that as well as the teaching and learning being a shared experience; the teacher is more of a facilitator of learning (Kreijns, Kirschner, & Jochems, 2003), rather than a walking textbook. Roger’s facilitation theory emphasizes that this facilitation occurs through the teacher’s attitudes in their relationship with the students (Facilitation Theory, 2013).
- Flexible grouping:
From experience I have seen how effective flexible grouping can be in the classroom. Using group work effectively in the classroom, allows students to experience so many different aspects of learning which they may not have had before. Group work allows students to work collaboratively with each other and learn off one and other. It also allows students to experience and take on roles, which they may have never experienced before. Whilst using group work in the classroom, I believe it is important to encourage students to think together, and question each other’s ideas, to build on what knowledge they have and get a deeper understanding of the task in which they are completing.
Through this flexible grouping, in line with research theories done by Piaget, Vygotsky and Bruner, the students are able to experience cognitive enhancement, as this takes place in a social context, whether it be teacher-pupil interaction or pupil-pupil interaction (Kutnick, et al, 2005).
- Discovery Learning - Incorporate hands on and interactive activities in lessons:
Research and theories developed by Piaget, Dewey and Vygotsky all suggest that discovery learning encourages students to become active participants in the learning process by exploring concepts and answering questions through hands on experiences.
I am huge believer of discovery learning, and enabling students to use hands on and ICT materials when engaging in various learning activities. I believe that the use of hands on and interactive resources in lessons, provides students with another aspect of learning, which can be enjoyed. Many students that I have been in contact with don’t find tasks as intimidating if there is an ICT resource or hands on activities incorporated.