Essay

A teaching philosophy statement is a helping tool for teachers to express their

ways of thinking, teaching and reflecting their teaching practices. It would facilitate
teachers to enhance their own understanding, values and beliefs together with
embracing a safe learning environment for childrens learning and wellbeing. The
purpose of this essay is to understand the issues and clarify the improvements that
formed the Teaching Philosophy statement. The improvements will contain the
importance of becoming a member of the learning community while been
responsible for childrens learning needs from diverse cultures and socioeconomic
backgrounds, the necessity of Information and Communication Technology (ICT)
skills for both teachers and students in a fast-moving world. Also, maintain a clear
understanding of the teaching subjects to promote learning across the curriculum for
childrens development. Finally, the thesis would conclude the significance of
research to shape the teaching philosophy statement.

Firstly, in a learning community teachers share their skills and knowledge;

work as a team with other staff members, families, student services and with the
community for childrens development and the improvement of schools. (National
Board for Professional Teaching Standards, 2016). Nowadays, teachers should be
able to critically explore the learning program, recognise new priorities, and include
necessary changes to the school community. For teachers to be effective in their
profession, it is crucial to have an extensive understanding of the curriculum and
each childs life while working in partnership with whole school community.

According to research, it is important for teachers to maintain an effective

partnership with families as a guide to ensure continuity in childrens learning,
development and wellbeing (Jacobs, 2012; National Board for Professional Teaching
Standards, 2016). Nevertheless, it is important that teachers accommodate trust and
equal respect between families, value and accept everyones roles and involvement
towards childrens life, share views about children in an efficient, constant and open
communication as well as be aware of diverse perspectives which empowers
decisions about children to facilitate the teaching program (Arthur, Beecher, Death,
Docket, & Farmer, 2007).
 Fleer, Edwards, Harmer, Kennady, Ridgway, Robbins and Surman (2006)
believe both educators and families have distinct knowledge and understanding of
the childs wellbeing. Studies points out that the role of parents should be
cooperative in the educational setting because they know their child very well. It is
essential that both teachers and parents share information to establish reasonable
expectations for childrens development (Browne, 2004; Jacobs, 2012; National
Board for Professional Teaching Standards, 2016). For instance, having frequent
communication and collaboration between teachers and parents regarding childs
progress or any school matters will balance those situations and support childrens
capabilities. Schools are also extending their role in the community by establishing
breakfast clubs, after-school care programs, homework clubs and adult learning
opportunities to support both children and parent needs. These partnerships would
facilitate inclusiveness within the learning community (Browne, 2004).

Secondly, the need of Information and Communication Technology (ICT) skills

are imperative for both teachers and students in a fast-moving world. Students would
use ICT in most of the learning areas; as the activities are based on communication,
investigation, presentation, creativity, reasoning, problem-solving and collaboration
etc. (Australian Curriculum, Assessment and Reporting Authority, [ACARA]. 2014).
According to the National reports, in Australia it is essential that both teachers and
graduate teachers create learning settings which apply ICT as it will stimulate a
range of learning goals. Computers can be used as a digital tool for research, data
analysis, knowledge application, communication, and collaborative writing
(Fertherston, 2007; Scheffler & Logan, 1999).

Furthermore, the United States Presidents Information Technology Advisory

Committee have also found that ICT promotes effective learning (Fertherston, 2007).
Hence, nowadays primary school teachers would expect children to be able to
access information from a computer or iPad, evaluate information sources, and apply
research understanding to issues and problems in their learning activities. It will also
encourage students to be independent, develop self-esteem and be enthusiastic
throughout the lessons (Whitton, Baker, Nosworthy, Humpheries, & Sinclair, 2016).
In the Victorian curriculum, ICT is a significant capability which should be taught
explicitly, yet have the flexibility to use across all other curriculum areas such as
English, Mathematics, Arts, Geography, Science and so on (Victorian Curriculum and
Assessment authority, 2012).

It is the teachers responsibility to determine when and where to use ICT for
the benefit of childrens learning and wellbeing. It is significant that teachers consider
the diversity of childrens interests, needs and skills and the ability to assess the
usefulness of technology in the learning program (Whitton, Baker, Nosworthy,
Humpheries, & Sinclair, 2016). The national board for professional teaching
standards (2016) believes that teachers should continue familiarity with ICT to
remain up-to-date in their profession as well as be well prepared and be confident
when using ICT in a classroom because technical faults can occur.

Lastly, it is crucial that teachers maintain a clear understanding of the subjects

to promote teaching and learning across the curriculum for childrens development.
The national board for professional teaching standards (2016) confirms that teachers
need to have accurate information of the teaching subjects and concepts before
commencing lessons. It is essential that teachers have conceptual understanding of
the teaching process because children discover new ideas and form new
understanding when learning. For example, geometry teachers should know the
modes of justification for verifying mathematical claims or in an art lesson teachers
need to be open to creativity which is demonstrated through the childs performance.

The national board for professional teaching standards (2016) explain that
teachers should expose children to different ways of critical thinking and provide
opportunities for logical reasoning about subject matter. This process cannot
instantly occur in a childs mind; children need to evaluate something to be critical
thinkers. Effective teachers capture the ultimate role when disciplinary study takes
place in the progress of investigation and conceptual understanding (The national
board for professional teaching standards, 2016). As Children grow they are more
likely to appreciate the learning program when there is a range of subjects. For
example, an early childhood teacher may not explore as deeply into structure as in
high school, but they present the foundation knowledge that introduces students to
discovery, while inspiring a desire to explore the natural world in which they live.

However, there are many views and different interpretations of each content
area in the curriculum and children should be exposed to different ways of learning.
Studies have found play enhances young childrens learning and wellbeing as they
engage in various activities and explore things around them (Thomas & Harding,
2011; Wood, 2007). This approach would enable teachers to build positive
relationships with children as well as lead them to be confident in problem solving
and inquiry learning. Besides, when children are exposed to hands on activities they
would also develop creativity, inquisitiveness, self-esteem, and confidence within
inclusive learning environments (Thomas & Harding, 2011).

In conclusion, this paper has clearly embraced valuable research to form a

teaching philosophy statement. The philosophy statement would function as an
advocate for teachers to maintain consistency in their practice. It would consider
effective teaching approaches, childrens needs, the curriculum, learning goals,
partnerships with the learning community, appropriate resources and adjusting to the
modern world. It is imperative that teachers work productively with culturally and
linguistically diverse children. A teaching philosophy will therefore be useful as a
guide for teaching as well as provide opportunities for reflection and modification in
teaching practices in an ongoing basis.
 Reference

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