As a teacher, my primary concern has always been to ignite an entheusiasm and curiosity for learning. Influenced by the readings, my Teacher’s Philosophy focuses on providing learning experiences and a curriculum program which emphasizes equal opportunity for all students’ – regardless of their abilities - to reach their personal goals and potential.

I use the VELS stages of Learning and PoLT to guide me in my lessons, using them as goals for developing specific skills in the classroom though I understand that setting personal goals for students is important considering the myriad of ability levels.

To encourage all students to contribute and become confident in their abilities, I draw students into whole class discussions by asking leading and open questions to that all students feel their voice, experience and knowledge is valued.

I plan lessons and assessments that are authentic and incorporate deep levels of thinking skills, challenging students to apply their learning outside the classroom. I believe that for students to be committed to learning in the classroom, my lessons need to be relevant and appropriate to life experiences. This influences my lesson planning greatly and also ensures deeper engagement. An example of this was the implementation of the following engaging, active learning programs developed during my Professional Practicum:

See photos below, demonstrating examples of this: a volcano to teach scientific change and chemistry, and "build your own car" experiment to teach project management skills and mechanics.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement

At the beginning of each school day, I make sure that I greet students warmly and happily, chatting to them about upcoming school events and commenting on students and their personal achievements outside of school, such as winning sporting events. For students lacking confidence, I make myself available and provide extra support with class work and new concepts. I ensure that my students see me as a friendly, approachable adult who will listen to them and act on their needs and concerns. Communication with students is imperative for setting firm expectations, producing highly effective classroom management and developing a positive learning environment. It ensures that we do not fall into the trap of teaching “at” students as if they are empty vessels, but teaching with them and allowing them to be active participants in their learning.

When communicating with students, I ensure that I:

• Use a clear voice with good tone and modulation,
• Translate a difficult concept to a student’s level of understanding,
• Articulate my high expectations of learning and behavior,
• Assist students in setting goals,
• Build rapport with my students and others,
• Reflect and discuss student’s learning progress with them,
• Speak in front of large audiences including school assemblies

3.7 Describe a broad range of strategies for involving parents/carers in the educative process.

During my Professional Practicum, I was always keen to be included in parent/ teacher meetings and through these communications; I gained a thorough understanding of my students and their background. I ensured that I maintained regular communication with parents, establishing a partnership to encourage motivation, better attendance and improved effort from the students. I also made myself available in the afternoons to speak with parents who prefer face to face contact, to discuss strategies, concerns and goals for improving the student’s academic results and engagement in class. I have found that parents are often quite assured by the knowledge that their child is being cared for and given the attention they deserve, both academically and personally. I consistently demonstrate qualities of diplomacy and empathy, allowing parents to express concerns in confidence, while discussing the range of issues that might be affecting their child in the classroom.

Please see the below reflection/ observation based on student/ teacher meetings to discuss the progress of particular students during my Professional Practicum.

many considerations that teachers need to make when lesson planning and for the wider educational goals of their students – especially those with disabilities. This will impact my teaching and the decisions I make will be influenced by the (DIAP’s) encouragement of equal opportunity to resources, facilities and inclusivity.

Through my experience within the classroom, I have noticed a high level of children with Autism. Teacher’s aids are often not available at all times and as such the generalist teacher needs to know how to work with them positively.

Within the first year of my teaching, I plan to complete a professional development course, Autism Spectrum: How to cater for those with Autism in the classroom November 2013 through the Autism Spectrum Education Services - exact course dated TBA