Amy

Darvell

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Individual Teaching Philosophy Research Essay

When constructing an individual teaching philosophy, there are many aspects of
teaching and learning that need to be emphasised in order to ensure that a teachers
beliefs, attitudes, knowledge and passion are clear and evident. Throughout this essay,
I aim to explore the theme of community and its importance to teaching and learning.
Community is an essential aspect of both the whole school and classroom.
Community encompasses the foundation of a faith centred approach to teaching and
learning. It acknowledges the importance of family-school and community
partnerships and is reflected in the classroom through the implementation of socioconstructivist theory. When reading the first draft of my teaching philosophy, it is
apparent that there are implicit links to my belief in the importance of community. I
believe that further exploration of this theme will provide me with a more in depth
and well researched understanding of community, so that I can explicitly and
substantially articulate its importance in order to strengthen my individual teaching
philosophy.
Children learn through a variety of social and educational contexts, and the goals for
student academic success are best achieved through the cooperation and support of
schools, families, and communities (Willems & Gonzalez-DeHass, 2012, p.9).
According to Sanders (2006, cited in Willems & Gonzalez-DeHass, 2012) connection
to community within a school environment enhances students social, emotional, and
intellectual development (p.9). A sense of community can lead to many benefits such
as creating a caring community, improving the schools climate, supporting
families, enhancing student achievement, improving behaviour and helping
students to succeed both in school and in later life (Epstein, 2010a, 2010b, cited in
Willems & Gonzalez-DeHass, 2012, p.9). Being part of a community not only
positively contributes to students academic learning but also contributes positively to
their wellbeing and encourages them to become life long learners who are active
citizens in their local and global communities.
Religious education and faith development are at the heart of teaching and learning. A
faith centred approach forms the umbrella of school life and is integrated through the

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modelling and practising of values that underpin the school communitys mission
(Liddy & Welbourne, 1999). A religious education program should engage the whole
being of students, their heads, hearts and lifestyles (Liddy & Welbourne, 1999, p. 2)
in order to inform, form and transform their identity and agency in the world (Liddy
& Welbourne, 1999, p. 2). All members of the school community should grow in the
knowledge, spirit and life of the Catholic Church by adopting a whole school
approach to faith development.
At schools where education in religion and faith are the starting point, there are
opportunities for students of all ages to become aware of and involved in social
justice issues. According to Reid (2011) religious education teachers provide their
students with the tools to understand the world beyond the classroom. Students
develop their faith by supporting the common good and living a life as active citizens
inspired by Jesus (CEO Melbourne, n.d.). Schools may provide support for, and
undertake charity projects that influence the local and universal community, such as
St Vincent De Paul and Caritas (Congregation for Catholic Education, 1988).
It is important to remember that while the school is significant in developing students
religious education, it is the parents who hold the primary responsibility for education
in faith (Congregation for Catholic Education, 1988; Congregation for Catholic
Education, 2007). Schools stand beside families and support them in their role
through adult education, promotion of parent associations and by collaboratively
working together as a part of the parish community (Congregation for Catholic
Education, 1988; Congregation for Catholic Education, 2007). Unlike formal
religious instruction undertaken at school, faith development or catechesis, is formed
by the family and parish in addition to the school community (Holohan, 1999).
Catholic schools focus heavily on compassion, forgiveness, responsibility and
understanding in everything they do. The faith of the school community is a lived
experience taught every day in every class, be it literacy, numeracy, wellbeing or
religious education (Elder, 2016, p.2), as well as outside the classroom through
interactions with peers and other members of the community. Faith development
should be central to the school community and occur in partnership with many of the
communitys stakeholders; school, parents, teachers, peers, parish and the wider
community.

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The Melbourne Declaration on Educational Goals for Young Australians 2008

reiterates the benefits of strong partnerships between schools and external agencies
(Broadbent & Cacciattolo, 2013, p.110) through its commitment to action
(MCEETYA, 2008). According to Sanders (2001), schools and families have
traditionally been viewed as the institutions with the greatest effect on the
development of children (p.20) which highlights the importance of building a
community that welcomes and encourages the establishment of family-school
partnerships. Epstein's (1987, cited in Sanders, 2001) theory of overlapping spheres of
influence, explains that schools, families, and communities are major institutions that
socialize and educate children (p.20) and whom all have a shared interest in the
success of students academic, physical, social and emotional wellbeing which is
best achieved through their cooperative action and support (p.20). This means that
family-school partnerships, as well as community partnerships, play an integral role in
the success of children as schools alone cannot provide children with the
resources they need to be competent citizens in the twenty-first century (Waddock,
1995, cited in Sanders 2001, p.20).
It is important that students experiences at school are connected with the world
outside the classroom (Santrock, 2011, cited in Willems & Gonzalez-DeHass, 2012,
p.11). Socio-constructivism highlights the principle that knowledge is constructed
when individuals interact socially and talk about shared tasks or dilemma (Willems
& Gonzalez-DeHass, 2012, p.11). According to Vygotskys social constructivism
theory, by participating in a wide variety of activities with others, learners
appropriate the outcomes produced by working together (Woolfolk & Margetts,
2013, p.323). This means that students can internalise the knowledge and skills they
develop while interacting with others. From a Vygotskian perspective, the teachers
role is to mediate the childs learning activity as they share knowledge and meaning
through social interaction (Willems & Gonzalez-DeHass, 2012, p.11). Bufkin &
Bryde (1996) explain that the most effective way students learn is by actively
engaging in the practise of attaining new knowledge. Teachers support students by
scaffolding their learning when engaging in tasks they are unable to manage
independently but can achieve with the assistance of others, known as the zone of
proximal development (Willems & Gonzalez-DeHass, 2012; Woolfolf & Margetts,
2013).

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In the classroom this would be evident when students collaborate as a community of

learners, sharing, reflecting on, and being exposed to, multiple perspectives on
various subjects in order to make sense of their world (Willems & Gonzalez-DeHass,
2012). Collaborative, shared learning that occurs when engaging with authentic realworld problems, open-ended questions and guided discovery are examples of socioconstructivism in action in the classroom (Willems & Gonzalez-DeHass, 2012).
According to Brooks and Brooks (1993, cited in Watson 2001) teachers using
constructivist principles encourage student autonomy and initiative (p.140),
allow student responses to drive lessons (p.142), inquire about students
understandings of concepts before sharing their own understanding (p.142) and
encourage student inquiry (p.144). Ultimately, in the socio-constructivist
classroom, learning is viewed as a social, collaborative activity (Rice & Wilson,
1999, p.29) that promotes higher order thinking and problem solving, which occur in
meaningful contexts, to inevitably foster a community of learners.
This essay has explored the theme of community and its importance to teaching and
learning. Being part of a community positively contributes to students intellectual,
social, moral and physical wellbeing and their ability to become life long learners
who are active in their community. Additionally, faith based education is at the heart
of a religious school community and is the umbrella under which they operate, as
schools work alongside families and the parish to develop and educate the whole
person. Also, family-school, and community partnerships play an integral role in
developing successful, competent children who are prepared for real life experiences.
Furthermore, the socio-constructivist theory fosters a community of learners who
work collaboratively together within the classroom. Ultimately, this research into the
theme of community has greatly influenced and strengthened my individual teaching
philosophy.
Word count: 1360

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Individual Teaching Philosophy Second Draft

A teacher has the opportunity to make a lasting impact on students lives; this is a
huge privilege that should not be taken lightly.
I believe that teaching and learning is centered on the formation of strong
relationships, that are underpinned by care and concern for not only the childs
learning but for their overall wellbeing. As a result, I am committed to providing a
rich, integrated curriculum, that takes into account the intellectual, social, moral and
physical development of children, ensuring holistic learning that addresses all
dimensions and capabilities within the curriculum. I believe that this is best achieved
in a Catholic School community that aspires to foster the development of the child as
a whole in the image of God. Faith development should be central to the school
community and occur in partnership with the broader parish community.
Connection to community within a school environment enhances students social,
emotional, and intellectual development. Teachers and school communities stand
alongside families, supporting them by collaboratively working together. They all
share an interest in the success of each child as a whole person, which is best achieved
through mutual action and support, as teachers alone are unable to provide children
with the resources they require to be capable citizens in todays world.
As a teacher, I aim to encourage and instill in students a desire to be life long learners
who are active citizens in their local and global communities. I will provide
opportunities for my students to become aware of and be involved in social justice
issues. Students will be challenged to support the common good and live a life as
active citizens inspired by Jesus, navigating the ever-changing world in which we
live.
Students learn best when they are collaboratively engaged in experiences and tasks
that are connected to the world outside the classroom. Students in my classroom will
collaborate as a community of learners, sharing, reflecting on, and being exposed to
various perspectives in order to make sense of their world. They will be engaged in
authentic real-world problems, explore open-ended questions and participate in

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inquiry-based learning. My role as a teacher is to support my students by scaffolding

their learning and employing a student-centred approach, to promote the use of higher
order and critical thinking, problem solving, autonomy and initiative.
I endeavour to create a safe, supportive and flexible learning environment where
equity and fairness are valued and a love of learning is evident in everything I do. In
my classroom, student diversity will be embraced and celebrated. Each child is
considered an individual, with unique talents, abilities and passions. I acknowledge
the variety of learning styles of all members in the learning community and will
provide opportunities for students to participate in learning activities according to
their preferred style as well as experimenting with new learning styles.
I value the skill of reflective practice. I need to be aware of the teaching decisions I
make, the consequences of those decisions and ensure I am constantly improving and
growing as a result. This will allow me to engage in and model the principle of
continuous life long learning and instill in students the ability to become reflective
practitioners who take responsibility for their learning.
Ultimately, I truly believe that children learn best and achieve greater when they
believe they can. It is my role to cultivate each childs self-confidence in order to
empower them to achieve more than they ever thought they could.


Word Count: 546

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Critical Reflection on Individual Teaching Philosophy

After thoroughly analysing the research I conducted, my teaching philosophy has
been altered to include a strong focus on Catholic education and faith development,
family-school and community partnerships and the socio-constructivist approach to
teaching and learning.
According to Elder (2016) and Liddy & Welbourne (1999) religious education and
faith development are integrated throughout the entire mission and curriculum of the
school. I have adjusted my teaching philosophy to reflect this by making my
connection to Catholic education evident from the onset and throughout. Catholic
education and faith development links with fostering global citizenship, as students
develop their faith by supporting the common good and living a life as active citizens
inspired by Jesus (CEO Melbourne, n.d.). Also, Reid (2011) explains that religious
education teachers provide their students with the tools to understand the world
beyond the classroom which links with socio-constructivist theory. Additionally, faith
is developed by the family and parish in conjunction with the school community,
which links to family-school and community partnerships (Holohan, 1999).
Furthermore, my research on socio-constructivist theory has informed my
understanding of how students learn and I have altered my individual teaching
philosophy to explicitly show my new understandings. My teaching philosophy places
emphasis on collaboration, as well as guiding and scaffolding childrens learning
(Willems & Gonzalez-DeHass, 2012; Woolfolf & Margetts, 2013; Rice & Wilson,
1999). Additionally, it includes a focus on engaging children in authentic real-world
problems, open-ended questions and inquiry-based learning to promote higher order
and critical thinking, problem solving skills, autonomy and initiative (Watson 2001;
Rice & Wilson, 1999).
It is clear that the research undertaken has significantly impacted the content and
structure of my individual teaching philosophy.
Word count: 271

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References
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