Teaching Philosophy.

My philosophy of teaching is centred on developing and providing engaging and quality

learning experiences that meet students learning objectives and achievement. I model a
personable and professional approach to teaching and demonstrate this through community
involvement, enthusiasm, creativity and commitment. My professional experience has given me
the opportunity to apply a range of pedagogical strategies that expand, challenge and add new
dimensions to my approach to inspire and spark learning. I aim to design and implement
engaging and flexible learning experiences for individuals and groups that reflect a clear
awareness of the different abilities and learning speeds of students, with an emphasis on using
creative and entertaining strategies that encourages students to engage, explore and connect
with their background knowledge and interests.
I strive to design learning experiences that settle students into learning atmospheres and
provide a range of appropriately sequenced, and transition a variety of pedagogical strategies in
the delivery of my lesson models. By recognising the dimensions of multiples intelligences, and
the habits of mind, I endeavour to incorporate a range of teaching strategies which apply
effective and innovative student-centred and teacher-centred approaches to learning, alongside
incorporating the use of ICT resources to enhance learning objectives and the development of
employability skills. My level of expertise in my teaching areas demonstrates the ability to
convey teaching and learning approaches which focus on the central aspects of collaborative
inquiry-based and student centred constructivist learning, which encourages dialogue and
learning environments where a range of students are comfortable to question, make inferences
and become motivated to self directed learning.
My teaching philosophy recognises the fundamentals of explicitly and consistently
emphasising and embedding the National Curriculums cross-curricular priorities in language,
literacy and numeracy (LLN), into my teaching and learning experiences. I collaborate with
teaching professionals on LLN strategies and focus on implementing strategies and providing
resources for students to develop skills in designing surveys and integrating statistics,
constructing timelines, abstracts and glossaries, and developing an understanding of context
specific language. I focus on providing intellectually challenging experiences that uncover and
piece together the explicit and implicit, and encourage students to be inquisitive, and expand
their depth of knowledge. I believe challenging students provides important awareness for
student self reflection in their level of understanding and allows teachers to measure and
respond to students level of understanding.
I believe it is essential to integrate and link the aspects and concepts of diversity and values
into my teaching areas, and consistently emphasize and recognize opportunities for students to
share their cultural and perceptual diversity, which provides learning enrichment, and promotes
inclusive learning conditions. I am also mindful of considering and catering to the needs and
abilities of individual learners and groups, by modifying and tailoring lesson plans and resources.
I have developed a sound understanding of the development of assessment instruments relevant
to senior and junior learning programs, and sequencing and coordinating diagnostic and
formative assessment strategies that monitor and determine student progress and needs and
provide constructive and encouraging feedback. It is essential to convey to students how
assessment relates to the learning process, and make assessment standards, criteria descriptors,
and learning targets explicit.
As I lifelong learner I look forward to continuous improvement through critical and evaluative
reflective practice and opportunities for participating in professional development. I recognise
the effectiveness of engaging collegially as a team member with education staff and maintaining
productive workplace culture. I understand the importance and strive to create and maintain

safe and supportive learning environments by adopting a balanced approach to behaviour

management, and using effective classroom management skills to establish and maintain
positive behavioural routines. By adopting inclusive and encouraging strategies, and developing
a fair, responsive and respectful rapport with students, teachers are able to effectively outline
the importance of rules and routines balanced with rights and responsibilities. I also recognise
the importance and benefit of integrating students into their community, and the rewarding
experience of my engagement through extracurricular activities that have carried over into
engaging with parents and students alike in events and services that work toward building
effective rapport in the classroom.