As an educator, my teaching philosophy revolves around the belief that education is not merely about students becoming academically equipped, but more so a journey of discovery that empowers students to become problem solvers, critical thinkers, lifelong learners, and responsible and effective members of society. I strongly believe that the purpose of education is to create confident learners who are capable of keeping up with our ever-changing world. 

​

Professional Knowledge  
As an educator, I believe that understanding students and how they learn is vital in enabling students to become successful learners. To be an effective educator, you must view your classroom as individuals, rather than as a whole. Every student is an individual with unique needs, interests, strengths, and weaknesses. As every student has individual learning styles and patterns that require different resources and support to achieve success, this must be considered to enable students to have the best opportunity for educational outcomes.  

​

In the classroom, I believe that the interests of students and how they learn plays a huge role in them becoming successful learners. Referring to Fleming's VARK model (2001), learners can be categorised as visual, auditory, reading/writing, or kinaesthetic. Recognising students' preferences helps to design content and activities that align with their learning styles (Fleming, 2001). To ensure I understand my students and how they learn, I value getting to know my students through activities that highlight their interests and help me to understand them not only as a class, but as individuals so that their learning can be tailored to each of them. According to Gardner’s Theory of Multiple Intelligences (1983), he highlighted that students have different strengths and learning styles. Recognising these differences enables educators to alter instructional strategies to meet diverse needs (Gardner, 1983).  

​

Professional Practice   
As an educator, I believe that professional practice within a classroom is multifaceted. Within my classroom I ensure I display and utilise a variety of strategies and skills to create an engaging and effective learning environment. Within my classroom, differentiated instruction and activity is essential to ensure student growth, “Recognising and addressing the unique learning styles and abilities of students enhances the overall effectiveness of teaching.” (Tomlinson, 2001). As part of creating a positive learning environment, elements of classroom management I would use are setting expectations collaboratively at the start of the year to ensure a mutual understanding of the learning environment that is expected. In my classroom, I ensure that my students know that my classroom is a safe space where it is okay and expected that we will all make mistakes. A positive environment gives students the best opportunity to succeed within their learning, and “skilful classroom management ensures a productive and respectful learning environment. Expertise in this area promotes positive student behaviour and engagement.” (Evertson & Weinstein, 2006). Providing students with effective assessment and feedback aids student growth within their learning. “Regular assessment and constructive feedback help gauge student progress and guide instructional decisions.” (Black & Wiliam, 1998). As an educator, providing my students with feedback that enables them to progress and grow is essential in ensuring they are successful and confident learners. My classroom possesses a growth mindset where my students are encouraged to believe in themselves and are aware that making mistakes is all a part of the process.  
 
Professional Engagement 
In my classroom, professional engagement is a crucial part of a positive and effective teaching environment. To be an effective teacher I ensure that I am up to date with the relevant curriculum to guarantee my students the best opportunity at success, Darling-Hammond (2017) argues that ongoing professional development and collaboration among educators is essential for promoting engagement and enhancing teaching quality. As an educator, it is important to be involved and work collaboratively with my colleagues and peers to compare and share thoughts and ideas. Academic literature highlights the role of professional learning communities (PLCs) in fostering teacher engagement. Hord and Sommers (2008) suggest that PLCs provide a supportive environment where educators can share ideas, reflect on their practices, and collaborate on improving student learning. Effective communication with parents and caregivers is something I place high importance upon. The learning and growth must continue at home to provide students with the best possible chance at success. Keeping parents and caregivers in the loop and giving them the opportunity to be involved is important for all parties involved. I ensure I do this by communicating with them before and after school, via email and through the appropriate online platforms.  

Everyone has the right to an education and access to resources that they require to give them the best possible opportunity to reach their full potential. I am inspired by the change and growth visible within students who, at first, did not believe nor have the confidence to succeed. 

​

​

References

​

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5.  

​

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.  

​

Evertson, C. M., & Weinstein, C. S. (Eds.). (2006). Handbook of classroom management: Research, practice, and contemporary issues. Lawrence Erlbaum Associates Publishers.  

​

Flemming, N. (2001). Teaching and Learning Styles: VARK Strategies. Christchurch. Scientific Research Publishing.  

 

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books. 

 

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Upper Saddle River, NJ: Pearson Education. ​