EDFD452 Rebecca Calleja

Assessment Task 1: Individual Teaching Philosophy S00170593

Teaching Philosophy Draft

My teaching philosophy centres on my strong belief that teachers

who develop caring relationships with their students will have the greatest
positive impact. In my own experience as a student the teachers who
demonstrated a sense of caring for me and my learning was when I felt
happy in the classroom and motivated to work my hardest. Efforts to
develop genuine relationships should occur from the first day of the school
year. Taking time to get to know students individual personalities, likes
and dislikes is an integral to creating a teaching pedagogy which caters
for the needs and interest of all children.

Beyond this, establishing a positive and respectful environment is

highly important, not only to facilitate wellbeing for my students but in an
effort to create a space conducive for effective learning. It is my firm
belief that all teachers have an undisputable responsibility to create a safe
learning environment where all children are made to feel comfortable.
Students have a right to be treated equitably by their teachers and peers
and have their sense of self-worth and confidence be developed in the
classroom. I would aim to foster an environment that is encouraging,
motivating and intellectually stimulating. I place great importance on
fostering a safe and motivating environment not only to support effective
learning but because I believe the values teachers emphasise within the
classroom have an impact on the citizens students will become in future.

Additionally I firmly believe that while coverage of curriculum

material is crucial, teachers must deliver information which provides
opportunity for all students to feel enthusiastic and engaged in the
learning process. My ideas on this aspect of teaching somewhat align with
Gardners theory of multiple intelligences, that is, different children learn
best in different ways. Therefore, within my own teaching practice I would
endeavour to identify students personal learning styles and cater to
EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

these. While this does requires additional consideration in planning

lessons and activities it allows students to feel motivated and excited
about learning. It is essential for me to constantly reflect on the
effectiveness of my teaching to determine whether students are meeting
learning objects and whether these lessons keep all students engaged in
their learning.

While I maintain that as a teacher I have a responsibility for my

students learning I will encourage children to take ownership for their
actions and decisions in this classroom which inturn impact on learning. I
see my role in the classroom as farm from authoritarian, I aim to guide
students towards developing a personal sense of responsibility rather than
control them.

In summary I see my role as a teacher to encompass many things,

however all should work towards one common goal. This goal is to create
a positive learning experience for students which will in turn have a
positive impact in shaping the citizens they will become

Research Essay

A robust body of research has been conducted over many decades

which spotlights the importance of high quality teacher-student
relationships in the primary years. World renowned child psychologist Urie
Bronfenbrenner was one of the leading advocates for establishing these
relationships within the school and his theory carries significant
implications for the practice of teaching. Bronfenbrenner (1976) identifies
the school
environment as a key influence on childrens growth and noted that
without caring teachers positive experiences at school will be diminished.
EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

Many writers on education suggest teacher-student relationships to

have a strong influence on both social and academic development (Camp,
2011; Hamre & Pianta, 2001; Wentel, 2011, OConnor et al., 2011).
Teachers are stated to be a leading factor in how children will adjust to a
school and classroom environment (Hamre & Pianta, 2011; Birch & Ladd,
1997). Many writers also document that children who have a positive
rapport with their teachers feel more comfortable to express their feelings
or concerns about issues at school, thereby giving them access to help
and guidance when needed (Birch & Ladd, 1997). Additionally, a positive
connection between teachers and students has widely been recognised as
a key condition for childrens academic performance (McCormick,
O'Connor, Cappella, & McClowry, 2013; Hamre & Pianta, 2011). As
highlighted by Kauffman (2013) substantial research demonstrates that
students perceptions of their relationship with their teacher increases
their motivation to perform well and lifts engagement within the
classroom. Findings have suggested the link between caring teacher-child
relationships and school performance in elementary school can have a
strong and lasting impact (Hamre & Pianta, 2011).

Subsequently, students identified as at-risk such of those of a low

socio-economic background or minority racial ethnicity can especially
benefit from positive teacher-student relationships (McCormick et al.,
2013; Berman-Young, 2014; Beuchler, 2011; Northup, 2011). McCormick
also states that these relationships indicate students will have a much
more positive emotional adjustment and likely a greater academic
achievement. Findings further show children with significant behaviour
problems in the early years who form relationships with teachers are less
likely to have continuing behaviour problems compared that those who
dont (Hamre & Pianta, 2011).

Notably, high-quality teacher-child bonds are integral to providing

students with a positive and supportive learning space. (Camp, 2011;
Hamre & Pianta, 2011; McCormick et al., 2013). When students feel
supported by their teachers a sense of security is developed in the
EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

classroom environment (Birch & Ladd, 1997; Camp, 2011). Maslows

(1954) hierarchy of needs presents a key theory which explains the
fundamentality of safe, supportive environment in order for children to
reach their full potential (Kee-Smith, 2006). McCormick et al. (2013)
contends that caring teachers who facilitate such environments produce
conditions for higher engagement and motivation in learning. Therefore it
can be concluded that building these relationships facilitates an
environment conducive to learning (Hamre & Pianta, 2011; Kee-Smith,
2006).

Lastly, meaningful teacher-student relationships are linked to higher

levels of self-esteem and self-efficacy among students (Camp, 2011).
Camp further states that these relationships assist students to cope better
with stress and become more accepting of negative teacher feedback.
Moreover, they can assist children to build skills and understandings they
need to interact positively with others. (Hamre & Pianta, 2011). Thus
teacher-student relationships play a vital role in enhancing social
competency and academic outcomes.

Moreover, an omnipresent challenge in the education system

remains with teachers ability to facilitate a classroom environment which
provides optimal learning opportunities for all students to reach their
fullest potential. In order to face such a challenge teachers must recognise
the diverse learning needs of students in the classroom and develop
instruction which caters to these. Psychologist Howard Gardner
transformed teachers ability to create such an individualised pedagogy
through his theory of multiple intelligences (1989). This theory states that
human beings possess 8 different forms of intelligence (mathematical-
logical, verbal-linguistic, musical, kinaesthetic, interpersonal,
intrapersonal, visual-spatial and naturalist) and that individuals have
differing levels of skills and abilities in each (Gardner & Hatch, 1989). This
philosophy corresponds with Sternbergs (1997), which asserts that people
EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

possess analytical, creative and practical intelligences to different

degrees. According to Cherney (1994), our intelligence is the way we
process information and make sense of it. When applying this knowledge
to our traditional system of education it is evident that key focus is on
academic intelligence (mathematical and linguistic), therefore to a large
degree material is much less accessible for students of all other
intelligences (Bruladi, 1996; Tamilselvi & Geetha, 2015; Sternberg, 1997).
As a result of such a focus in education we label students who excel in
mathematics and literacy as intelligent and students who do not as
average or even slow (Sternberg, 1997).

Implications of this theory demonstrates dire need for educational

reform to help students reach their fullest potential through inclusion of a
wider range of intelligences (Bruladi, 1996). It is essential for teachers to
have an in-depth understanding of how students learn perhaps through
creating learning profiles to assist in planning for their needs (Cherney,
1994; Bruladi, 1996). A further implication is that teachers should create
lessons and activities which engage a range of intelligences, not one
alone (Sternberg, 1997; Bruladi, 1996). Sternberg (1997) puts forward
research which has demonstrated that when teaching strategies align with
students abilities a higher level of achievement will be reached.
Moreover, catering for multiple intelligences allows students to capitalise
their strengths while developing and improving new skills (Sternberg,
1997). By activating a wide variety of intelligences a teacher can facilitate
a significantly deeper understanding of subject material as it can be
reinforced in a multiplicity of new and exciting ways for students (Bruladi,
1996, Tamilselvi & Geetha 2015; Sternberg, 1997; Okagaki & Jackson,
1990).

Most concerning, if students arent able to engage in lessons suited

to their strengths they ultimately will become discouraged in their abilities
and conclude they dont have anything worthwhile to contribute in the
EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

classroom (Sternberg, 1997; Morrow, 2011). In addition, using multiple

intelligences to teach and assess will result in gains in confidence and
feelings of self-worth (Tamilselvi & Geetha 2015; Bruladi, 1996). Dramatic
shifts have been noted in both teacher and student self-esteem through
developing an understanding of their unique personalities and
intelligences (Lazear, 1992). Furthermore targeting lessons to students
intelligences can solve motivation and discipline problems through its
ability to lift engagement and decrease boredom (Morrow, 2011;
Tamilselvi & Geetha, 2015). Studies show using multiple intelligences will
have a positive effect on students attitudes towards their peers as they
see each person has unique skills beyond traditional maths and English
(Sternberg, Okagaki & Jackson 1990).

Gardner's Theory of Multiple Intelligences provides a theoretical

framework for recognising the varying skills of students. The theory
should revolutionise the educational system so that the learning process
demonstrates value for all these skills, not just mathematical or linguistic.
Approaching teaching and assessing learning in this manner allows a
wider range of students to develop a sense of accomplishment and self-
confidence and increases issues of motivation and engagement.

Final Individual Teaching Philosophy

Teaching to me is more than just a profession and in my eyes goes

beyond the planning, implementing and assessing of curriculum content.
While I do identify these are crucial skills for a teacher in maximising
learning potential I see my role as an educator delving into deeper waters.
Most significant to me in my teaching is for students to understand they
are not just learning a subject at school, but more importantly discovering
how to be good citizens in the world who have the power to effect positive
change.
EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

My teaching philosophy rests on my belief that the relationships I

develop with my students will be the greatest influencer upon shared
experiences within the classroom. From my own experiences as a student,
teachers who demonstrated and sense of care for me and my learning
were the classrooms which I felt happiest in and motivated to work my
hardest. From the beginning of the school year I would take the time to
get to know students individual personalities as this knowledge will allow
me to develop a teaching pedagogy which caters to their individual needs
and interests. Furthermore, a close relationship with my students will allow
me to support them to a greater extent both academically and socially
assist in developing their self-confidence. I maintain the belief that
through fostering positive relationships I will be able to create a classroom
environment conducive to learning. The importance I place on such
relationships is supported by Maslows (1954) hierarchy of needs which
explains that caring teachers are fundamental in creating environments
where students to feel safe and supported. Within my practice I would
foster an environment which develops students self-worth and ensures
they are treated equitably.

Additionally, I firmly believe that teaching instruction and

assessment should be catered to individual skills and interests in order to
make learning positive and effective for all students. My beliefs on this
aspect of teaching align with Gardners theory of multiple intelligences,
that is, different children learn best in different ways. Therefore, within my
own teaching practice I would endeavour to identify students personal
learning styles and ensure lesson activities provide equal opportunity to
engage in all intelligences. My goal of having a positive impact on
students cannot be achieved unless students are able to develop feelings
of self-worth through opportunities to demonstrate their skills.
EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

A pedagogic philosophy such as mine, which attempts to have

lasting, positive impacts on students demands that they learn to be self-
disciplined, respectful and responsible citizens, starting in the classroom.
My focus as a teacher is not on maintaining control over my students,
rather to guide them to develop ownership for their own actions and
learning. I would provide students with a variety of choices in the
classroom and a variety of roles so they may learn to be self-directed. I
believe this also allows students to take pride in what they accomplish
and be more engaged, active and enthusiastic towards their learning.
Ultimately my aim is to promote a personal sense of growth for students
and positively shape the citizens they will become through practices and
activities within the classroom

In summary, I believe teachers play an important role in the

trajectory of their students and have a responsibility to their students
beyond content delivery. The actions of a teacher should always be in the
interest of the child and their needs so they may participate in a learning
environment where they feel secure, valuable and engaged.

Critical Reflection

In conducting research to inform my teaching philosophy the

existing beliefs I had towards teaching and learning have been greatly
strengthened. Specifically, my belief on the importance of teacher-student
relationships has been deeply reinforced, with a vast body of research and
theorists advocating its positive impacts (Hamre & Pianta, 2011; Camp,
2001; Kauffman, 2013). Formation of supportive and trusting relationships
with students have shown to have salient influences on academic and
social spheres of school (Wentel, 2011; Birch & Ladd, 1997). However I
was unaware the benefits these rapports produce especially for at-risk
students as well as the power they carry to improve behavioural problems
in the classroom (McCormick et al., 2013, Berman-Young, 2014; Beuchler,
EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

2011; Hamre & Pianta, 2011). These findings greatly furthered my belief
that student-teacher relationships are the formation upon which student
wellbeing, academic potential and self-efficacy are attained.

Furthermore, my research has deeply informed my belief that in

order for learning to be most effective and enjoyed, teachers must plan
and develop instruction catered for students diverse needs (Brualdi,
1996; Sternber, 1997; Tamilselvi & Geetha 2015). I now wholeheartedly
endorse educational psychologist Howard Gardners theory of multiple
intelligences which states that students all learn differently based on their
own skills and abilities (Gardner & Hatch, 1989). Examining such a theory
caused me to realise there is dire need for reform in the traditional
education system which currently demonstrates superior value for
mathematics and literacy intelligences (Sternberg, 1997, Brunali, 1996).
As a result I think more passionately about diversifying my teaching styles
each lesson and view implementing multiple intelligence practices to
facilitate enjoyable, engaging and effective learning (Bruladi 1996;
Sternberg, 1997; Okagaki & Jackson, 1990). This approach will allow
students to feel their skills are valued in the classroom as well as assist to
develop other skills (Brualdi, 1996, Tamilselvi & Geetha, 2015; Sternberg,
1997).

In summary, my research has led to a stronger commitment towards

developing a good rapport with my students and catering for individual
needs. As evidenced, this will assist my aim to facilitate a learning
environment where all student flourish and are guided towards becoming
responsible, confident and self-efficient citizens.

WORD TOTAL: 2088

EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

References

Berman-Young, S. (2014). Teacher-Student Relationships: Examining Student Perceptions

of Teacher Support
and Positive Student Outcomes (Doctor of Philosophy). University of Minnesota.
Retrieved from
http://conservancy.umn.edu/bitstream/handle/11299/165192/BermanYoung_umn_
0130E_14989.pdf;jsessionid=371F0DA69FC2202198D5A8F293F85182?
sequence=1

Birch, S., & Ladd, G. (1997). The teacher-child relationship and children's early school
adjustment. Journal Of
School Psychology, 35(1), 61-79. http://dx.doi.org/10.1016/s0022-4405(96)00029-
5

Buechler, K. (2011). Perceived student-teacher relationships and success of the at-risk

middle grade student.
Retrieved from
http://search.proquest.com.ezproxy1.acu.edu.au/eric/docview/886770148/fulltextP
DF/9557E4D7EA814AA5PQ/1?accountid=8194

Cherney, E. (1994). Learning Styles: Strategies for Successful Teaching. New Orleans:
Annual
Meeting of College Reading Association. Retrieved from https://eric.ed.gov/?
id=ED379593

Brualdi, Amy C. (1996). Multiple Intelligences: Gardners Theory. Practical Assessment,

Research & Evaluation,
5(10), 2-6. Retrieved from http://edresearch.org/pare/getvn.asp?v=5&n=10

Bronfenbrenner, U. (1976). The Experimental Ecology of Education. Educational

Researcher, 5(9), 5.
http://dx.doi.org/10.2307/1174755

Camp, M. (2011). The Power of Teacher-Student Relationships in Determining Student

Success (Candidate of
the Doctor of Education Degree). University of Missouri-Kansas City.

Gardner, H., & Hatch, T. (1989). Multiple Intelligences Go to School: Educational

Implications of the Theory of
Multiple Intelligences. Educational Researcher, 18(8), 4-10. Retrieved from
http://www.jstor.org/stable/1176460

Hamre, B., & Pianta, R. (2001). Early Teacher-Child Relationships and the Trajectory of
Children's School
Outcomes through Eighth Grade. Child Development, 72(2), 625-638.
http://dx.doi.org/10.1111/1467-8624.00301

Kee-Smith, R. (2006). Perceptions of Student Engagement in Relation to School

Resources: An Application of the
EDFD452 Rebecca Calleja
Assessment Task 1: Individual Teaching Philosophy S00170593

Theory of Maslows Hierarchy of Needs (Degree of Doctor of Philosophy). Touro

University International.

Lazear, D. (1992). Teaching for Multiple Intelligences (1st ed.). Bloomington, Ind.: Phi
Delta Kappa Educational
Foundation.

Morrow, V. (2011). The Relationship Between the Learning Styles of Middle School
Students and the Teaching
and Learning Styles of Middle School Teachers and the Effects on Student
Achievement (doctorate of education). University of Mississippi.

McCormick, M., O'Connor, E., Cappella, E., & McClowry, S. (2013). Teacherchild
Relationships and Academic
Achievement: A Multilevel Propensity Score Model Approach. Journal Of School
Psychology, 51(5), 611-624. http://dx.doi.org/10.1016/j.jsp.2013.05.001

Northup, J. (2011). Teacher and Student Relationships and Student Outcomes. Retrieved
from
https://search-proquest-com.ezproxy1.acu.edu.au/docview/870811694?
accountid=8194

O'Connor, E., Dearing, E., & Collins, B. (2011). Teacher-Child Relationship and Behaviour
Problem Trajectories
in Elementary School. American Educational Research Journal, 48(1), 120-162.
Retrieved from http://www.jstor.org/stable/27975283

Sternberg, R. (1997). What Does it Mean to be Smart? How Children Learn. Educational
Leadership 54(6), 20-
24. Retrieved from http://www.ascd.org/publications/educational-
leadership/mar97/vol54/num06/What-Does-It-Mean-to-Be-Smart%C2%A2.aspx

Sternberg, R., Okagaki, L., Jackson, A. (1990). Practical Intelligence for Success in
Schools. EL : Educational
Leadership., 48(1), 35-39. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/eric/docview/224855141/fulltextP
DF/8BB5C1814F0247DBPQ/1?accountid=8194

Tamilselvi, B., & Geetha, D (2015). Efficacy in Teaching Through Multiple Intelligence
Instructional Strategies.
Journal on School Educational Technology, 11(2), 1-10. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/eric/docview/1767086475/abstra
ct/EB210E85810F48A9PQ/10?accountid=8194

Wentzel, K. (2002). Are Effective Teachers Like Good Parents? Teaching Styles and
Student Adjustment in Early
Adolescence. Child Development, 73(1), 287-301. http://dx.doi.org/10.1111/1467-
8624.00406