Laura Robinson

Teaching Philosophy

My Teaching Philosophy
I believe that quality primary school teachers foster the academic, social and emotional development of their students. Good teachers know their students and how they learn and use consistent assessment and reflective practice to plan fluid, adaptable and appropriate teaching and learning programs. I attempt to set high standards for myself by engaging in reflective practice and following guidelines set out by the NSW Quality Teaching Framework and NSW Institute of Teachers Professional Teaching Standards. Such frameworks emphasise the fact that good teaching and learning occurs when teachers work collaboratively with students, colleagues and the wider school community. I think educators should be aware of the socio-cultural, economic and environmental context in which they are working, in order to produce lessons that are relevant to their pupils (Delpit 1995). I strive to create learning experiences that are significant for my students and believe that having an understanding of student backgrounds is important for knowing how to effectively communicate with and engage learners. I treat planning, assessment and reporting is an intertwined process as opposed to three mutually exclusive functions, because one cannot be effective without the other. I find the process of formative assessment can help to upgrade programs, in order to be more academically challenging for students (Leahy et. Al 2005). The reporting process is essential for communicating students abilities to parents and colleagues, and for programming the process goes full circle.

I have a firm but fair approach to behaviour management. I clearly communicate rules and set high behavioural expectations to my students. For me, effective communication involves maintaining an engaging classroom presence, building rapport with students and explaining explicit rationale for learning objectives (Clements, 2009). I think that teaching and learning becomes more effective when students self-regulate their learning and behaviour. I work with students to democratically set classroom rules, which gives them a sense of ownership and responsibility to adhere to regulations. As a teacher, it is also my legal and moral obligation to adhere to the requirements of the Child and Young Persons (Care and Protection) Act 1998. As a result, I have an interest in protecting children within and outside of school from neglect and abuse, and

Laura Robinson

Teaching Philosophy

report any signs of these to my Principal (NSW Consolidated Acts 2009). This is linked to the social and emotional well-being of students. Finally, I think ongoing personal and professional development is the key to success in teaching, because one cannot educate effectively without up-to-date knowledge regarding the social and cognitive development of children. I would like to be at the cutting edge of pedagogy throughout my career, and strive to integrate technology across KLAs. I regularly participate in professional development activities and consistently collaborate with peers to improve my pedagogy.

References Children and Young Persons (Care and Protection Act) 1998,(2009) NSW Consolidated Acts, accessed at 15:00, 3rd April 2009, from: http://www.austlii.edu.au/au/legis/nsw/consol_act/caypapa1998442/, accessed at 15:00 34d April 2009 Clements, S. 2009. EDBT6500 Lecture on Elements 4 and 5, accessed at 22:00 30th March, 2009, from: http://moodle.edfac.usyd.edu.au/mod/resource/view.php?id=655 Conway, R. Encouraging positive interactions in P. Foreman (ed) Inclusion in Action (pp. 198 -244) (2nd Ed). Melbourne: Cengage Delpit, L.D. (1995) The silenced dialogue: Power and pedagogy in educating other peoples children, in Other Peoples Children: Cultural Conflict in the Classroom. New York: The New Press. Fitzpatrick, L. (2004) Supporting ESL learners in English classrooms, in W. Sawyer and E. Gold. (eds.) Reviewing English in the 21st Century. Melbourne: Pheonix Education Hendley, S.L. (2007). Use positive behaviour support for inclusion in the general education classroom. In Intervention in School and Clinic, 42 (4), 225-228. Academic Research Library. NSW Department of Education and Training, (2003). Quality teaching in NSW public schools: discu ssion paper. Sydney: Professional Support and Curriculum Directorate NSW Department of Education and Training, SENA 1(2007), Count Me In Too, accessed 16th March, 2009 at 22:00, from: http://www.curriculumsupport.education.nsw.gov.au/countmein/assessment.htm Leahy, S., Lyon, C. & Thompson, M. (2005). Classroom Assessment Minute by Minute, Day by Day. Educational Leadership, 63(3), pp 18-24. Norris, J.A. (2003). Looking at Classroom Management Through a Social and Emotional Learning Lens. Theory into Practice, 42(4), pp 313 - 318. Marsen, J. & Tan, S. (2000) The Rabbits. Port Melbourne: Lothian Rogers, B. (1995) Behaviour Management: A whole school approach. Sydney: Scholastic. Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23. pp. 355-367. Cyprus: Nicosia.