Giuliano Mauri's "Cattedrale Vegetale" is a living sculpture of natural architecture, located at the foot of Mount Arera

Northern Italy.

The Catterdrale Vegetale best represents me as the teacher I would like to become
because it promotes my belief that effective teachers are architects of learning. The living
sculpture shows a carefully planned framework that facilitates supportive and continuing
growth.

I experienced through my teaching placement; successful teaching practice is achieved

though a carefully planned framework which also includes considering learning from the
learners perspective that will deliver positive learning experiences by balancing learning
objectives, with an appropriate teaching focus on the intended learning objectives. It also
addresses the how, and by what means I will help students achieve their learning. From
my observations, the lecture notes and brief experiences of teaching, I believe my role as
a teacher is to provide leadership and facilitate a supportive learning environment to
support and encourage student learning, boost student self esteem, and actively
encourage students to pursue their own learning and understanding.

Catterdrale Vegetale manifests new and continuing growth at all levels, and is constantly
regenerating. I see this image as representative of continuing growth towards achieving
positive mindsets in students and support students to engage in a proactive learning by
encouraging positive mindsets and continued motivation. This will empower students to
explore and share ideas and opinions that will help them to learn, and better understand
their world. I consider students need to feel they are actively involved and responsible for
their own learning, and students need to believe the classroom is a supportive and
inclusive environment, regardless of learning ability or social identity.

The living sculpture is also reflective of participative engagement; each chestnut sampling
supports the other in collaboration. I consider effective instruction maintains a stable
balance of flexible instructional strategies; that are relevant to students learning needs,
thus promotes equitable and active learning. I experienced flexible learning strategies in
the classroom that also included participative strategies. The small Year 11 class worked
together, motivating each student to involve themselves with their peers through
participative engagement, empowering them to participate and connect with other students
not just passively, but as active and integral partners in learning.

In conclusion Mauri's "Cattedrale Vegetale" best depicts what it is to be an effective

teacher and my belief that teachers are architects of learning. My professional placement
has validated this and that as a teacher, it is my role to provide leadership and facilitate a
supportive and trusting learning environment that will provide opportunity for students
learning and developmental needs to be fulfilled. A varied range of best practice strategies
and engaging instructional content and careful planning will allow me to motivate and
encourage student achievement. I believe I can achieve this by connecting with students,
and working towards building positive relationships of mutual respect and trust that is
shared between teacher, students' and peers in an equitable learning environment. I
believe that a democratic classroom ecology allows for flexibility in teaching and learning,
builds students self esteem, and motivates positive student behaviour and autonomy. All
students, regardless of ability or social identity are equally important. A fair balance of
student autonomy and teacher control within the classroom structure will support a
learning environment that is caring, welcoming and inclusive.