Teaching Philosophy
I consider myself a constructivist. I believe all human beings build knowledge and meaning from their own experiences. For me, it is crucial to acknowledge what the student brings to any learning experience and how, what he/she brings has a major impact on how they will synthesise new knowledge. It is my role to help create these “experiences” with my students, understanding that knowledge can also be defined as something different from just the verifiable facts, recognizing, that all students learn in different ways.
Student- Teacher Relationships
‘Relationships are at the heart of all educational encounters’ and ‘when a teacher stands in front of students, they relate. When a student meets with a teacher, they relate’ (Giles, 2012). I pride myself on establishing a positive student-teacher relationship inside the classroom because it is crucial to hear and value each pupil and who we are is an integral part of our experiences in education.
Inquiry- Based Learning
“Inquiry” as an approach to teaching and learning. Students are curious, they’re investigators, I believe this needs to be encouraged in the classroom, where ‘questions are generated by both teachers and students’ (Murdoch 2012). It is about moving from what is known and diving right into the unknown. Where student’s individual questions are valuable, in fact, encouraged!
Personal Development
I like to call this “self- assessment” merely because this is what I do at the end of each lesson, each unit and each educational encounter. The beauty of teaching as a vocation is the ability to reassess, make changes and continually strive for a better outcome both in the classroom and personally, as a teacher. I am often found asking my supervisiors on how to improve my teaching practices.