Education is the most powerful weapon which you can use to change the world.
- Nelson Mandela
My teaching philosophy has developed over the years I have studied education and reflecting on my own educational experience. I feel privileged that I had the opportunity to receive a free and knowledgeable education in a country that allowed all children, not matter their ethnicity, gender, socio-economic status, and disability to participate. Reflecting on my own educational experience, I enjoyed learning through play, collaboration, and hands on work, where I was in charge of my own learning with the guidance of the teacher and my peers. As a teacher, I want to provide students with this same positive environment while using their intellectual abilities to achieve their goals.
Gardner’s Multiple Intelligence theory allows this to be achieved. By observing and building relationships with students, their intellectual ability can be discovered and utilised in their learning. This allows for effective teaching while enhancing their abilities (Adcock, 2014) and creating unique lessons to fulfil students’ intellectual characteristics and promote inclusion (AITSL, 2011). Tapping into students’ intellectual abilities when learning, provides motivation as they are creating a personal connection with the content and a more active learning approach (Adcock, 2014). I am passionate about creating positive relationships with students and providing an environment where they can thrive in. |
Additionally, I believe that children achieve more learning goals when working collaboratively with others through Vygotsky’s Zone of Proximal Development and collaborative learning. Encouraging students to utilise their strengths in collaborative learning, enhances their critical thinking and social skills (Clapper, 2015). Students will come to understand that their weakness, when working independently, are strengths and useful when participating in collaborative learning. Every weakness is a strength in a different light.
Imagine all students unlocking and achieving their full potential, now that will change the world.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default- source/national-policy-framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64
Acock, P. K. (2014). The longevity of multiple intelligence theory in education. Delta Kappa Gamma Bulletin, 80(4), 50-57. Retrieved from https://search-proquest-com.ezproxy.uws.edu.au/docview/1552711135?
accountid=36155&rfr_id=info%3Axri%2Fsid%3Aprimo
Clapper, T. C. (2015). Cooperative-Based Learning and the Zone of Proximal
Development. Stimulation & Gaming, 46(2), 148-158. doi: 10.1177/1046878115569044
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default- source/national-policy-framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64
Acock, P. K. (2014). The longevity of multiple intelligence theory in education. Delta Kappa Gamma Bulletin, 80(4), 50-57. Retrieved from https://search-proquest-com.ezproxy.uws.edu.au/docview/1552711135?
accountid=36155&rfr_id=info%3Axri%2Fsid%3Aprimo
Clapper, T. C. (2015). Cooperative-Based Learning and the Zone of Proximal
Development. Stimulation & Gaming, 46(2), 148-158. doi: 10.1177/1046878115569044