Teaching Philosophy

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Learning falls into 5 categories: knowledge, memorising, acquiring, making sense, and interpreting reality (Churchill et al., 2019). It is both a process, as explored in the cognitive theory, and a product, as expressed in the humanist. Assessment may not always accurately measure learning, therefore I believe that formative assessment is just as essential as summative. Not all students begin and complete the school year at the same point, so the progress they make is a far more accurate representation of their abilities.

As a teacher-in-practice, I find myself not fully identifying with one educational theory over another. Rather, I see myself (and in practice have done so) using a ‘blended’ approach in which I incorporate elements of many methods. I believe that each theory offers a different perspective in learning behaviour management, but there are obvious flaws found in every theory. The diversity that is present in each classroom cannot always be addressed with one approach or strategy. Rather, approaches must be formed throughout the school year to meet the individual learning needs in the classroom (Churchill et al., 2019). As discussed in my blogs, I have applied and observed behavioural, cognitive, and humanist teaching strategies in the classroom whilst on placement. I found that each of these strategies offer a unique and essential practice to the classroom. I believe that a good teacher is flexible in their pedagogy and can recognise that there is no perfect teaching approach.

In line with the cognitive and humanist learning theories, I believe that learning is a progress that is heavily influenced by external factors. Students should feel that they belong to the classroom, regardless of their academic achievements (Churchill et al., 2019). The teacher plays a major role in ensuring all students are comfortable with the learning environment to support their academic progress. I also believe that the occasional use of operant conditioning in the classroom can be beneficial to strengthening and weakening certain behaviours, although I prefer to encourage students to develop intrinsic motivation to work towards their goals.

Based on my experience, each class group is made up of students with different needs and the ability to differentiate tasks and employ strategies to meet individual learning needs is necessary as a teacher. Being able to identify learning needs before the completion of a summative assessment is important to ensuring students are maintaining a steady progress. To do this, organisation of lessons and setting goals with the class is crucial. Once these needs are met, a range of resources can be implemented to assist meet goals. The inclusion of ICT can greatly assist within the classroom when used appropriately (Fedeli, 2021). Just as students never stop learning, teachers should always strive towards learning more about their practice and how to effectively present information to maximise student achievement. This involves attending regular training, including staff development days, and maintaining a personal commitment to updating knowledge on the latest teaching strategies.

My teaching philosophy will continue to develop with my teaching (and learning) experiences. Regardless of how it changes, I hope to make my lessons engaging and as memorable as possible!