MY TEACHING PHILOSOPHY

I consider the role of a teacher to be versatile; adopting a multiplicity of roles allows teachers to adhere to
the varied needs of students within the classroom. The foremost role of a teacher is that of a facilitator;
being a facilitator of learning means that teachers are connectors and integrators in creating shared
learning experiences within the classroom. This means that teachers implement a range of strategies,
tasks, activities and projects that bring learners to a state of understanding and further an achievement of
the outcomes and indicators of key learning areas. I believe that we as humans are natural constructivists,
being that we build our own understandings of the world through our individual experiences as well as
through our interactions with others. Therefore I consider that teachers should adopt a constructivist
pedagogy in order for successful learning to take place. Constructivist pedagogy is defined as the
creation of classroom environments, activities and methods that are grounded in a constructivist theory of
learning, with goals that focus on the individual learner, who develop deep understanding in the subject
matter of interest and habits of mind, that aid future learning (Baia 2008, p.5). Therefore in my
classroom I believe that the teachers role is as a facilitator, students are given opportunities to delve into
their individual experiences then through interaction with others develop and construct meaning. As a
teacher I encourage students to use active techniques to create deeper knowledge and then to reflect upon
and talk about what they are doing and how their understandings are changing or adapting.
I believe that learning takes place in a student centered environment rather than a teacher directed one.
ONeill and McMahon agree with this notion and state that in this environment, knowledge is
constructed by students the teacher is a facilitator of learning rather than a presenter of information.
Therefore in my classroom it is essential that activities and tasks allow for student choice in how they
choose to or direct their learning conscious of syllabus requirements. By providing students with this
choice they will be developing increased responsibility and accountability for their learning. This notion
also adheres to the varied needs of students within the classroom; challenged, average and talented; as in
my classroom by providing choice students are able to achieve the outcomes and indicators of key
learning areas in a way that allows them to work at their own level of experience and ability.
Vygotskys Socio-Cultural Theory encompasses the notion that all learning is the product of sociocultural phenomena, mediated by interactions with others (Frey, Fisher and Everlove, 2015).
Consequently, a students learning is restricted by ones experiences; therefore collaboration increases
ones ability for seeking newly acquired information. As a result I believe that collaborative work has a
variety of benefits for students of all learning needs; students are encouraged to become active learners

developing collaborative and co-operative skills. Collaborative work also allows students to be involved
in their own learning and further students learn to interact socially and think critically. Thus in my
classroom, students are often asked to individually think critically about issues, topics and themes in order
to construct their own meanings and by further collaborating with others, students will develop and
broaden deeper knowledge and understandings of such notions and concepts.
Differentiation is the process of modifying or adapting the curriculum according to the different ability
levels of the students in one class (UNESCO 2004, p. 14).

Teachers must address the learning

outcomes, content, process, product and learning environment in order to effectively cater for and address
the varied learning needs of individuals within the classroom (Handa 2011, p.5). I believe that effective
differentiated learning provides students with an understanding of what they are expected to learn, it
provides opportunities for evaluation of their individual progress and it articulates individual learning
strengths, challenges and interests. In my classroom I intend to use differentiation to address the varied
needs of students in the class. As a teacher I will employ a range of input and output modes to allow
students to become active participants and make learning applicable to real-world contexts.