Philosophy 


I believe that a student’s learning and wellbeing is optimised when they feel safe and secure in the

classroom environment; all students should feel confident, valued and respected, have the feeling of

belonging and enjoy their time in the classroom. When this is achieved it enables students to

become active learners through asking questions, providing answers, seeking help, communicating

confidently, working collaboratively and expressing their thoughts, needs and concerns.

I recognise that no two students are the same; they each have different cultural backgrounds, needs,

experiences, learning styles, interests, strengths and weaknesses. I am committed to ensuring that

the social, emotional and intellectual needs of all students are met. This will be achieved by

recognising that the students are holistic beings, and by being responsive and adaptive in my

pedagogical approach and social support for each student. 


I believe that students learn best when they have clear goals to work towards and when they know

what is expected of them, whether this is set by them or by the educator. This is effectively

implemented when the learning goals and success criteria is explicitly looked at at the beginning of

each lesson. I will use the success criteria to achieve inclusive education, as they are able to be

differentiated for students with diverse learning needs whilst enabling them to continue to work

towards the same leaning outcomes as their peers.


For effective and meaningful learning to occur, I believe it is essential for all students to be in the

correct frame of mind and actively engaged in the task at hand. One way I will promote this is by

knowing my students and recognising when they need to re-focus their mind and energy, and take

the correct measures to do so, such as conducting a short mediation session after lunch time. 


In order to ensure that the students are engaged I will include things into my lessons that they are

interested in and that is relevant to them; when the students are passionate about the content,

process and/or product of what they are doing then authentic learning will occur. I believe that

providing students with an engaging, stimulating and enriching environment is crucial to the
teaching and learning process; I vow to maintain an inviting learning space that the students are

excited to enter.


I believe that my role as a teacher is to work collaboratively with the students to reach a common

goal. It is my duty to guide, support and facilitate their learning process to enable them to become

active and inquisitive learners. I will achieve this by providing students with the necessary

scaffolding, tools and knowledge for them to engage in their own learning journey either

independently, with a partner or in small groups.


As a teacher, I value the highly advantageous partnerships with families/parents, I vow to be

approachable and to work with them to achieve our common goal of catering for their child's

learning and wellbeing. I will ensure that I foster reciprocal partnerships with my colleagues in

order to utilise the wealth of knowledge, resources, experience and support that they can provide, to

enable me to become a better practitioner. 


It is my responsibility to establish my students as active and informed citizens, and I highly value

incidental learning as a tool to achieve this. I strongly believe that with everything we do there is an

opportunity for learning; For example, social justice issues will be looked at as current affairs arise

or as certain social situations and challenges occur within the school community.