A teachers philosophy is the centre of how they choose to teach in order to make

educated decisions about the processes of students learning. There are many teaching
and learning styles however some methods are more effective depending on the
individual. My philosophy is a student centred approach as my goal is to educate these
individuals to be confident and involved citizens as well as the diverse needs of
individuals (Australian Curriculum, Assessment and Reporting Authority, 2015).

As an educator I strive for the success of every child despite the ability level (Ministerial
council on education, employment, training and youth affairs, 2008). It is the basic right
that all Australian children maintain the right to be educated as well as becoming
successful learners, confident and creative individuals and active and informed citizens
(Ministerial council on education, employment, training and youth affairs, 2008). Through
my profession I endeavour to support a lifelong commitment as a learner for myself
through professional development of knowledge and skills, as well as students becoming
effective learners (Catholic Education Archdiocese of Brisbane, 2009), (The Department
of Education and Training, 2005), (Scouller, 2001). It is my desire to achieve this through
the support of emotional, social and physical wellbeing including the understanding of
how individuals learn and process knowledge (Churchill, 2013). In order for children to
reach their full potential educators must use the technique of scaffolding to support
children and the zone of proximal development and offer them experiences that enrich
their higher order thinking (Woolfolk & Margetts, 2010).

Planning is a regular process that educators implement daily. There needs to be a

balance between creating engaging and challenging lessons for students which is why
curriculum planning is so important (Churchill et al, 2013). This involves a student
centred approach and includes pedagogy, curriculum organisers and assessment
(Churchill et al, 2013). Planning must be flexible and cater for differentiated lessons
based on the understanding of the students learning and characteristics (Churchill et al,
2013).

Relationships maintain a vital aspect of the educational setting (Weaven,2012). These

relationships are not limited to students and colleagues but include parents, families and
communities as well (Development of Education and Early Childhood Development,
2011). A great partnership between the above stakeholders enhances the schools
community. If these groups are able to communicate effectively, and support one
another, than this will be beneficial for all involved and reflects positively on the

students learning (Development of Education and Early Childhood Development, 2011).

Colleagues can offer helpful advice and assistance from diverse backgrounds on what
has worked for them in the past and even as a reflective tool to debrief on lesson ideas
(Development of Education and Early Childhood Development, 2011). Parents/ carers are
the childs first educators and maintain the care of the individual, they have a thorough
understanding of the childs interests which would be highly beneficial to implement into
the learning environment as this promotes a feeling of safeness and inclusion (Woolfolk &
Margetts, 2010), (National Childrens Bureau, 2007).

Literacy and numeracy is an important aspect of education and should be incorporated

into every subject area as an integrated inquiry unit (Australian Council for Educational
Research, 2009). Students will be tested regularly, observed and asked to reflect on their
understandings of the content being delivered in order for the educator to have the most
accurate understanding of how they learn and what areas need further development
(Education and culture, lifelong learning programme, NA). Students will have open
communication with the teacher to voice any difficulties gained from the lessons or
anything they would like further knowledge about. ICT will be incorporated through many
subject areas to enhance their creativeness and practical hands on tasks including time
management, responsibility and performance.

My teaching techniques will fluctuate depending on the students diverse needs,

however, the teaching environment and my practice will reflect a calm environment
where students are encouraged to experiment and learn in a positive, communicative
manner.

Reflection is essential to any professional; you cannot possibly know how things will turn
out especially when dealing with children. If your lesson is to succeed you must reflect on
previous practice and theory as this can be very influential in implementing good flow
into a lesson (Queensland Studies Authority, 2006). It provides the opportunity for you to
perfect or better implement further lessons. In the classroom there is always room for
improvement of students and teachers are in fact lifelong learners in their own accord so
it is only fitting that they too learn from their mistakes or imperfections to enhance any
future practice.

The above topics illustrate my beliefs relating to my practice and pedagogy. Through
years of experience I hope to implement the above terms throughout every learning
intention and redefine based on further knowledge that comes with practice. Through
this I can only hope to be a passionate and effective educator for the benefit of helping
young Australians learn.

References
Australian Curriculum, Assessment and Reporting Authority. (2015). General capabilities.
Retrieved

from

http://www.australiancurriculum.edu.au/generalcapabilities/overview/generalcapabilities-in-the-australian-curriculum
Catholic Education Archdiocese of Brisbane. (2009). Curriculum matters. Retrieved from
http://www.bne.catholic.edu.au/schoolscurriculum/Curriculum/publications/Documents/Teachers-as-Lifelong-Learners-Vol8-No-1-

2009.pdf

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).

Melbourne

declaration on educational goals for young Australians. Retrieved from

http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational
_goals_for_young_australians.pdf
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schools: the

seven principles of highly effective professional learning. Retrieved from

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veschools.pdf
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difference (2nd ed). Milton, QLD: John Wiley & Sons
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Australia
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and developing framework. Retrieved from

http://www.education.vic.gov.au/Documents/childhood/providers/edcare/pracpartner.pdf
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literacy,

numeracy and science learning in Queensland schools. Retrieved from

http://education.qld.gov.au/mastersreview/pdfs/final-report-masters.pdf
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assessment. Retrieved from http://www.unideusto.org/tuningeu/teaching-learning-aassessment.html
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teaching

practices. Retrieved from

https://www.qcaa.qld.edu.au/downloads/p_10/ey_lt_reflect_teaching_prac.pdf