Philosophy
There should not exist such disparity between teachers within the same school as John Hattie states in his research. As a leader, I act as a positive role-model for others and use active listening skills effectively to clarify issues and demonstrate respect. By using the appropriate means of communication, teams can foster an innovative, futures-focused culture committed to improvement.
As a teacher, I enjoy the moment when I can stimulate and encourage thinking. Children need to be challenged. They need to be taught how to use their inherent capabilities and their knowledge base to resolve problems for themselves. To do this, I try to ask them questions they find hard to answer. The best thing is when they also ask questions that I find hard to answer. But I’m always honest with them when I don’t know something. Sir Ken Robinson said in 2006,
“If you’re not prepared to be wrong, you’ll never come up with anything original.”
Mistakes are a necessary part of learning. I have discovered through the years that one of the most important things I can do as a leader, is to share the real me with them. I can’t expect them to be honest with me unless I am willing to be honest with them. I feel they like to relate to a person who is genuinely willing to expose their feelings, values, and a distinctive viewpoint about society and the world.
I always try to convey a sense of wonder and adventure about learning and an enthusiasm for the subject. . I see beauty in everyday things and I get excited over little gains. If my enthusiasm becomes contagious and inspires success - then I get really excited!
Happiness is a key ingredient in my classroom. All of this provides insight into one key thing. ‘Really Knowing Them. Learning is a continuous process throughout life, for students and teachers. Without the ability to question, reflect and evaluate ones learning, the process is superficial, whereby the learner learns by rote and therefore does not achieve self- actualisation.
As a class teacher I aim to:
There should not exist such disparity between teachers within the same school as John Hattie states in his research. As a leader, I act as a positive role-model for others and use active listening skills effectively to clarify issues and demonstrate respect. By using the appropriate means of communication, teams can foster an innovative, futures-focused culture committed to improvement.
As a teacher, I enjoy the moment when I can stimulate and encourage thinking. Children need to be challenged. They need to be taught how to use their inherent capabilities and their knowledge base to resolve problems for themselves. To do this, I try to ask them questions they find hard to answer. The best thing is when they also ask questions that I find hard to answer. But I’m always honest with them when I don’t know something. Sir Ken Robinson said in 2006,
“If you’re not prepared to be wrong, you’ll never come up with anything original.”
Mistakes are a necessary part of learning. I have discovered through the years that one of the most important things I can do as a leader, is to share the real me with them. I can’t expect them to be honest with me unless I am willing to be honest with them. I feel they like to relate to a person who is genuinely willing to expose their feelings, values, and a distinctive viewpoint about society and the world.
I always try to convey a sense of wonder and adventure about learning and an enthusiasm for the subject. . I see beauty in everyday things and I get excited over little gains. If my enthusiasm becomes contagious and inspires success - then I get really excited!
Happiness is a key ingredient in my classroom. All of this provides insight into one key thing. ‘Really Knowing Them. Learning is a continuous process throughout life, for students and teachers. Without the ability to question, reflect and evaluate ones learning, the process is superficial, whereby the learner learns by rote and therefore does not achieve self- actualisation.
As a class teacher I aim to:
- Nurture and promote the love of learning by being an active learner, constantly modelling this for the students.
- Continuously find role models who sustain and develop their capacity as a learner.
- Design teaching and learning activities that have relevance to the students in the ‘real world’.
- Ensure the students are involved in challenging and interesting activities.
- Ensure “learning Intentions” and “Success Criteria” become an integral part of the explicit instruction of the lesson to provide students with a more visible, outcomes-based approach to teaching.
- Provide feedback that is explicit, meaningful, timely and appropriate, assisting students to understand where they are on the learning continuum.
- Increase opportunities for students to control aspects of their work through self-regulation.
- Implement more aspects of PBL (Project Based Learning) to target cooperative learning styles and 21st century skills requiring higher order thinking.
- Program learning experiences based upon existing schema and level of maturation.
- Make students aware that it is acceptable to make mistakes in order to learn.
- Provide a quality learning environment that is supportive and non-threatening.
- Make students feel worthwhile and encouraged.
- Accept individual differences and program to meet these needs using personalised learning plans.
- Start activities with the concrete and move to the abstract.
- Ensure learning styles are considered and programmed for and Blooms taxonomy is utilised when programming.
- Encourage and foster parental support.
- Embed the elements of the Quality Teaching Model with high expectations, explicit teaching and the significance of the content made clear to all students.
- Self-regulate and support student behaviour to help foster co-operation with positive reinforcement. Use restorative questions to assist students in monitoring their feelings and behaviour and to repair the ‘harm’ caused.(based on Restorative Justice)
- Reward positive behaviour and improvements in effort and positive changes in behaviour or habits.
- Create a positive environment so that students and staff can work together in harmony.
- Maintain a caring environment where the rights and responsibilities of the individual are recognised and respected.
- Establish a set of rules that protect the rights of individuals.
- Assign roles and responsibilities to students to encourage initiative and responsibility.
- Establish a clear set of consequences for those who do not meet class and school expectations.
- Improve the personal health choices and increase the frequency of exercise activity of all students.
- Achieve a high level of technological competency through use of Web 2.0 tools and other technologies as well as the implementation of a comprehensive technology program which will maximise student computer time.
- Regularly reinforce and examine the value, social skill, friendship skill and nutrition fact of the week.
- Encourage students to complete homework tasks and recognise those who demonstrate commitment to home study.
- Make a commitment to sustainable practices and environmental awareness by reinforcing practices such as composting, recycling, saving electricity, water etc.