Madeleine Clark

18063631

Developing your personal philosophy of classroom

management
John De Nobile
School of Education, Macquarie University
With adaptations by Roberto H Parada, School of Education, Western Sydney University

This resource consists of a series of linked activities chapter-by-chapter to the De Nobile et

al 2017 course text Positive learning environments: Creating and maintaining productive
classrooms. These activities enable you to progressively work on and develop your own
philosophy, plan and style of classroom management.

A classroom philosophy, simply put, is a statement of what you believe about how to best
manage a class and how you will go about achieving that vision. This resource will help you
build it bit by bit. Complete the activities linked to each chapter of the text and by the end
of chapter 10 you should be able to bring your work together to form your classroom
philosophy.

FINAL PERSONAL PHILOSOPHY FOR ASSESSMENT 2

Insert in the box below your final personal philosophy (max 1000 words).

Throughout my education in primary & high school, the teachers that stood out in my
learning were organised and fair. The rules we created as a class were enforced upon all
students. We never witnessed favouritism, mistreatment or unjustified discipline. The
lessons were never repetitive. We did not sit down each lesson to respond to textbook
questions. There were always aspects of choice and variety, to motivate student
participation and engage our minds. The teacher was always true to their word. If she
created expectations, she would follow through. If he created habits, he would follow
through. These elements of consistency instilled a sense of respect and reverence on behalf
of students toward the teacher. Through study undertaken in Pedagogy for Positive
Learning Environments (PPLE), I have realised that all these behaviour modelled by teachers
in my past, are behaviours that I wish to replicate in the future.
Madeleine Clark
18063631

A personal approach can be informed by the aspiration to ensure that students are
continually engaged in experiences of learning and desiring to learn more. This can be
achieved with the teacher being organised, verbalising encouragement and demonstrating
respect for everyone and everything. By investigating teaching pedagogies, I uncovered that
William Glasser’s ‘Choice Theory’ aligned well with my ideas of best practice. The perception
that ‘whole school staffs are systematically trained in understanding and applying theory
into practice’ (De Nobile et al., 2017, p. 224) resonated with my desire to create consistency
in the learning environment. Going beyond the classroom, the implementation of choice
theory has the potential to create consistency throughout the entire school community. This
consistency can possibly reduce instances of misbehaviour and reiterate the need for
cohesion amongst the teacher and their students.

Moreover, Johnson’s Model (Johnson & Johnson, 2003 in De Nobile et al.) in theory appears
to be a great approach that can be effectively applied in a classroom setting. The ability for
the framework to involve ‘developing both effective group participation and the academic
content’ (in De Nobile et al, 2017, p. 126) is both appealing and favourable for the
contemporary classroom setting. It is a personal belief that students work best when they
interact with one another. Designing group activities as a means of learning content creates
engagement and stimulates thought of behalf of students. Utilising Johnson’s Model to
extend social skills and building experiences of being cooperative is an additional bonus.

In the Australian Professional Teaching Standards (2011), standard 4 outlines the

requirement to ‘create and maintain supportive and safe learning environments’. By
recognising this standard, the responsibilities to ‘manage challenging behaviour (p. 14)’ and
‘maintain student safety’ (p. 15) are integral principles in teaching practice. This process can
be ensured by exclusively developing a classroom culture.

As students spend their time predominantly in the classroom, it is essential to create a

positive learning environment. An approach that I would adopt would be implementing De
Nobile, Lyons and Arthur-Kelley’s, (2017) framework of ‘The Five C’s’. In my opinion,
informing students about having ‘care for people and property’, ‘courtesy towards people’,
Madeleine Clark
18063631

‘cooperation in all activities’, ‘consideration of other’s feelings’, and ‘common sense when
making decisions’ (De Nobile et al., 2017, p. 85) are all values that are essential for life. By
establishing our learning space around these five values, students will hopefully continue to
implement these values into their everyday choices, beyond my classroom.

Having this as the basis for establishing the culture in my classroom means that the values
established as ‘important’ then become the “rules” that the students are required to follow.
Whilst these are values for the classroom that I personally appreciate, I would of course be
open to the students altering some aspects or creating additional values. Their contribution
to the culture experienced in their learning environment would be fortified and therefore
highly regarded by students.

In managing difficult students, Ziporli’s (2012) beliefs about behaviour management will be
implemented into my teaching routine to approach difficult situations. Using assumptions
such as “most behaviours are learnt” (p. 261) and “most behaviours can be taught, modified
or changed” (p. 262) provides perspective about the management of difficult behaviours
present in students. If I use these principles to guide my encounters with behaviour and/or
misbehaviour I can make sure I have the right attitude in my approach to rectifying issues.

De Jong’s (2005) seven characteristics about best practice for behaviour management will
also facilitate my approach to managing students. Characteristics that specifically stood out
for me included, (1) ‘a clearly articulated and comprehensive behaviour management policy’
(p. 359), (5) ‘a democratic, empowering and positive classroom management approach’ (p.
361), and (7) ‘an alternative flexible learning environment’ (p. 363). These 3 specific
principles are all effective approaches for managing a range of behaviours within one class.

Killu’s (2008) use of Behaviour Intervention Plans (BIP) also seems to be an appropriate
measure that I could implement in my practice. By first performing the ‘functional behaviour
assessment’ (p. 141) this would provide decent scope of the processes involved in managing
or rectifying behaviours. ‘Functional behaviour assessment involves using several methods
to determine the casual and maintaining factors for a behaviour’ (p. 141). Having this insight
Madeleine Clark
18063631

means that the BIP can transition more smoothly, and allow me as a to teacher to monitor
behaviour with ease.

In PPLE, I have learnt invaluable skills that can be transferred into my teaching practice both
now as I embark on the practicum block and in the future when I have graduated. These
skills are really applicable for any school setting and adaptable to any classroom climate.
Learning about effective strategies and hearing from tutors that these strategies work,
reinforces their applicability. Whilst I have an appreciation for the theories discussed above,
and have developed my own pedagogy based on these frameworks, I have to learn to
implement these in a practical sense. Having the opportunity to implement my own
pedagogy into the classroom is an experience I am yet to have. Whilst I have learnt to
effectively approach student behaviour I am still to learn how to implement these
strategies. I look forward to these experiences in my teaching journey.
Madeleine Clark
18063631

References

Australian Institute For Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

De Jong, T. (2005). A Framework of Principles and Best Practice for Managing Student
Behaviour in the Australian Education Context, School Psychology International,
26(3): 353-370. Doi: 10.1177/0143034305055979

De Nobile, J., Lyons, G., & Arthur-Kelly, M., (2017). Positive Learning Environments:
Creating and Main- taining Productive Classrooms. South Melbourne, Australia:
Cengage.

Killu, K. (2008). Developing Effective Behavior Intervention Plans: Suggestions for School
Personnel. Intervention in School and Clinic, 43(3), 140-149.

Zirpoli, T. J. (2012). Positive behavioral supports. In Behavior management: Positive

applications for teachers 
(6th ed., pp. 257-287). Upper Saddle River, NJ: Pearson. 

Madeleine Clark
18063631

(Week 1) Pedagogy for Positive Learning Environments: A problem based

approach
Reflection of the week’s Lecture, tutorials and readings.
The following activities are designed to get you thinking about your own model of teaching
and classroom management.

1.1 What is a ‘good teacher’? Think about the teachers from your days in primary and
secondary schooling. What qualities did they have that made them ‘good’? Make a list
in the box below.

 They were organized

 They enforced rules upon all students
 Lessons were never the same, consistent textbook questions, worksheets etc.
 They were true to their word with their marking, or classroom habits
 They chased up completion of homework and assessments

1.2 Using the what you have learnt about ill structured vs structured problems in relation to
classroom behavior, what do you think are the key considerations when a teacher is
planning their strategy for classroom management? list them below.

The teacher may consider the lay out of the classroom. This assists in avoidance of seating
plan problems, access to students and blocking routes around the room.

The teacher plans for students with different ability levels and ensures that tasks can be
altered to suit these abilities. Therefore the teacher can avoid structured problems in their
preparedness.

1.3 With your responses to the last two activities as a source of ideas, complete the
sentence in the box below.

I believe a positive learning environment is about encouragement, respect and organisation.

If you combine these elements, the classroom atmosphere has the potential to engage
students in effective learning and produce success in education.
Madeleine Clark
18063631

(Week 2) Review of classroom management theories

This week you have been introduced to some theories of behaviour/classroom
management. Your readings (Ch 8 & 9 of the text and De Jong in tutorials) introduced you to
different views on why young people misbehave and particularly what to do about it. Some
of these might have caused you to react in some way, either negatively or positively. Of the
ones you developed a positive feeling about, was there a particular theory that stood out?
Was there a theory or approach that you felt might fit your view of how children should be
treated and how teaching happens? Think about this before responding to the activities.

2.1 In the box below, list the theories that you think are ‘not for you’ under the heading
‘Not me’, and the theories that you think are more favourable under the heading ‘More
like me’.

Not me More like me

Applied Behaviour Analysis The Three Disciplines
Goal Centered Theory Choice Theory
Cognitive behavioural theory
Assertive discipline

2.2 Now take a closer look at the theories you placed in the ‘More like me’ column. Read
the suggested readings provided in this chapter and the online companion. Get to know
the theories more intimately. Use this new knowledge, specifically the key philosophies
behind the theories (or theory), to develop your own statement of belief about the sort
of places classrooms should be. Complete the following sentence and perhaps add
another to accompany it.

I believe classrooms should be places where students and teachers have a good rapport.
This way students feel included, accepted and a part of the wider school community.
Classrooms should have rules, where students are all treated the same regardless of any
personal attributions but sensitive to particular needs. Classrooms should have variation
and choice, so that students are engaged and participating in their learning.
Madeleine Clark
18063631

(Week 3) Relationships, communication & professional reflexivity

Effective communication is a key component of effective classroom management, and
quality teaching depends on it. The lecture, tutorial readings as well as Ch 2 & 3 of the
textbook describe some very useful skills for dealing with inappropriate student behaviour
in a non-confrontational and positive way. Being aware of non-verbal cues will lead a
teacher to be more sensitive to how their messages are being received as well as how to
send messages and provide feedback more effectively. Active listening allows teachers and
students to interact with minimal interference from underlying emotional factors. I-
messages provide the teacher with a tool to convey to students how their behaviour is
affecting the class in a non-submissive, informative and positive manner.

Teaching philosophies often describe the way a teacher will interact with their students and
this, in turn, provides a window into the classroom climate that a teacher is trying to
establish. The following activities should help you to identify your preferred way of
communicating with the class generally as well as in dealing with inappropriate behaviour.
After completing them you should have a better idea of how your classroom philosophy will
describe your communication style in the classroom.

3.1 Using your readings of the chapters, in particular the Relationships and communication,
Interference, Communication process and Non-verbal communication sections,
complete the sentence in the box below. You might need to add a second or even a
third sentence.

I believe that good communication between teacher and student is vital to a positive
classroom climate because this develops mutual respect in the learning journey. If teachers
and students respect one another in the classroom, then behaviour is positive and so is
learning. Good communication ensures that the teacher and the students are aware of
expectations, and these expectations are met so all parties are satisfied.

This week you also looked at how personal beliefs can help or hinder in your relationships
and communication with students.

3.2 Briefly outline your understanding of how beliefs can help or hinder your ability to
create positive learning environments:

A teacher’s personal beliefs affect the way we create Positive Learning Environments by
creating a difficult workspace or allowing conflict to arise in the mutual understanding
between teacher and their students.
Beliefs of a teacher can help create a positive learning environment by allowing students to
relate and learn from the personal value of their mentor.

Your teaching philosophy should describe how and for what purpose you might engage in a
cycle of professional reflexivity, be it through critical analysis using various perspectives or
an action research model, or both.
Madeleine Clark
18063631

3.3 Why should teachers engage in professional reflexivity?. Once you have given this some
thought and done some further reading, complete the following sentence.

I believe professional reflexivity is important to my teaching because it provides the

opportunity to reflect on personal philosophy. In reflexivity, you get the opportunity to
improve the areas that need additional focus or support. This essentially improves your
practice overall to ensure your students receive teaching from the best version of yourself.

3.4 Having thought up a justification for it, how will you go about engaging in reflection
about your practice in your teaching career? Once you have thought this out, think of
some practical and achievable ways you can engage in professional reflexivity and
complete the next sentence.

As a consequence of this belief, I will engage in personal reflexivity by evaluating the lessons
I have performed. The ways in which this can be achieved is be considering how I have
addressed issues in the classroom, how I have assisted children with increased learning
needs and potentially sitting with the head of the HSIE department to discuss measures in
which I can increase my performance.
Madeleine Clark
18063631

(Week 4) Classroom organisation and curriculum, assessment and pedagogy

Classroom management is not just about managing behaviour. At the heart of teaching and
learning are the curriculum taught, the pedagogy used and the assessment designed to
measure how well that curriculum was taught and how well the pedagogy worked. This
chapter takes you through these three areas one at a time.

The next part of your teaching philosophy will be about how you will deliver curriculum and
assess student achievement/growth. After reading this chapter, please reflect on the
following:
 What will you take into consideration when planning your teaching program?
 How will you know what to teach and where to start?
 What are the many ways in which your students could demonstrate achievement other
than tests and quizzes?
 What teaching approaches will you use and what philosophical views will your
pedagogies reflect?

4.1 Using the PIR Cycle (see Ch 5 p118) as a stimulus, explain how you will go about
planning your teaching program in the box below.

I think in early years of teaching practice it will be imperative to arrange with the head
teacher of your department, analysing the means by which you teach students to ensure
your practice is successful. By planning this with the head teacher, you will feel more
confident about your approach to teaching. Once this has been implemented, you have the
opportunity to reflect on your personal feelings towards the lessons. Then you can reflect
with your department about methods of improvement.

4.2 Pedagogy refers to how you will teach the curriculum. Usually, the type of pedagogy
you implement is influenced by a basic belief about how students best learn. After
considering your pedagogical approach and strategies, complete the sentences below.

I believe that students best learn through social interaction, group work and peer support.

Therefore I will use … p. 130

Johnson’s Model (Johnson & Johnson, 2003)
Gagne’s nine events of instruction model

As explained in Chs 3 & 4, there are several dimensions to classroom organisation. Each of
these put together become the manifestation of your classroom culture. Your classroom
culture is, simply put, the way your class operates and incorporates:
 rules and procedures
 organisation of the physical space.
Madeleine Clark
18063631

It is now time to think about how your teaching philosophy will describe these two aspects
and explain them in terms of an overarching set of beliefs or approaches. After reading
these chapters, complete the next two activities.

4.3 What values do you hold as important to establishing an orderly, productive and
positive classroom? Answer this question below, then list the key rules/expectations
you think flow naturally from those values and which you want to stress in your class.
Complete the section by explaining how rules and consequences will be established in
your classroom.

Values: I really appreciated ‘the five C’s’

 Care for people and property
 Courtesy towards people
 Cooperation in all activities
 Consideration of other’s feelings
 Common sense when making decisions

Key rules
 Have respect for others and property
 Show kindness wherever you can
 Support and collaborate with your peers
 Demonstrate mindfulness in your words and actions
 Think constructively

Establishment of expectations in the classroom

These will be established in the classroom by encouraging students to treat others the way
they wish to be treated. If students value these key rules as ‘important’ then they will be
more likely to follow them. If they have better suggestions, these will of course be
considered or altered to suit their value sets.
Madeleine Clark
18063631

(Week 5 ) Principles of behaviour modification

This week we looked at fundamental aspects of behaviourism and learning (see Ch 6 & 7 of
your text) But also Ziporli from your references in the Learning Guide and Killu your tutorial
reading which provide examples of the application of such theory and research to classroom
management and behaviour change. Important concepts such as reinforcement, functional
purpose of behaviour and behaviour shaping are discussed

5.1 After reading Ziporli and Killu and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in rough draft form. You can refine them
later.

From Ziporli’s assumptions about behaviour and behaviour management I would also
include the following to ensure that students are acting their best and being their best in
class.
“Most behaviours are learnt”
“Most behaviours can be taught, modified or changed”
and
Behaviour change programs should focus on reinforcement strategies and other positive
behaviour supports
These aspects are important to include in my teaching attitude as a means for the
adjustment of behaviour in the learning environment.

Using Killu’s reading about Behaviour Intervention Plans I would definitely add elements of
this to my classroom. Killu’s essential BIP elements table provides a solid list of suggestions
in order to promote positive behaviour in the classroom.
The functional behaviour assessment is particularly a standout.
Having a ‘team discussion’ to find ways of managing students creates consistency and
steadiness in learning. By reviewing records, the teacher can find means of success which
have worked for students individually before.
Madeleine Clark
18063631

(Week 6) Applying behaviour modification in schools PBIS

Positive Behaviour Intervention and Support also known as Positive Behaviour Support (see
Text Ch 6 p168) has become an accepted and often implemented part of schooling in NSW.
A key aspect of PBIS is to teach students behavioural expectations.

6.1 Previously (see week 4) you reflected on what your classroom could be like. In the
section below pick 1 expectation (e.g., respect self and others) and list how you will
teach what this expectation looks like, is exemplified by and demonstrated in your
classroom. Give as many examples as you can.

The rule ‘care for people and property’ teaches students to have respect for everyone and
everything. Implementing this will encourage students to show kindness and replicate
patterns of good practice around people and property.

To teach this, the teacher can use positive reinforcement when respect is shown. If respect
is shown to peers, property or teachers, the teacher can verbally reinforce to students that
they are displaying positive behaviours. Creating this pattern will instil the value as a habit.

Having visual reminders around the room about respect may also assist in teaching this
value. When people see bright visuals, they are drawn to read and analyse what the
card/poster says. Becoming familiar with the concept of respect or providing examples of
how respect can be shown will help students replicate these behaviours.
Madeleine Clark
18063631

(Week 7) Social Emotional Learning in Schools SEL

Readings: Cohen, J. (2006) & Zins, et al (2007).
Social and Emotional Learning brings your attention to focus efforts on promoting students’
social and emotional competencies. Many leaders in the field underscore the importance of
skills-based teaching and learning to properly address this important facet of teaching the
whole child.
7.1 After reading Cohen and Zin and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in rough draft form. You can refine them
later.

I would also include

 Ethical education: to learn about what is the right thing to do towards ourselves and
towards others
 Emotional education: to recognise emotions in their peers where they may need to
provide extra support or inform the teacher
and
 Social education: learn means of increasing social interactions with our peers who
we may not necessarily partner up with during group work or outside the classroom.

These were all considered as a means for students to experience education beyond the
curriculum.
Madeleine Clark
18063631

(Weeks 8 & 9) Drafting your personal reflection/philosophy

In the space below cut and paste each of the sections you have completed above and create
a (very) draft version of your personal philosophy

My personal reflection/teaching philosophy (Draft 1)

 They were organized

 They enforced rules upon all students
 Lessons were never the same, consistent textbook questions, worksheets etc.
 They were true to their word with their marking, or classroom habits
 They chased up completion of homework and assessments

The teacher may consider the lay out of the classroom. This assists in avoidance of seating
plan problems, access to students and

The teacher plans for students with different ability levels and ensures that tasks can be
altered to suit these abilities. Therefore the teacher can avoid structured problems in their
preparedness.

I believe a positive learning environment is about encouragement, respect and organisation.

If you combine these elements, the classroom atmosphere has the potential to engage
students in effective learning and produce success in education.

Theories like me
 The Three Disciplines
 Choice Theory
 Cognitive behavioural theory
 Assertive discipline

I believe classrooms should be places where students and teachers have a good rapport.
This way students feel included, accepted and a part of the wider school community.
Classrooms should have rules, where students are all treated the same regardless of any
personal attributions but sensitive to particular needs. Classrooms should have variation
and choice, so that students are engaged and participating in their learning.

I believe that good communication between teacher and student is vital to a positive
classroom climate because this develops mutual respect in the learning journey. If teachers
and students respect one another in the classroom, then behaviour is positive and so is
learning. Good communication ensures that the teacher and the students are aware of
expectations, and these expectations are met so all parties are satisfied.

A teacher’s personal beliefs affect the way we create Positive Learning Environments by
creating a difficult workspace or allowing conflict to arise in the mutual understanding
between teacher and their students.
Beliefs of a teacher can help create a positive learning environment by allowing students to
relate and learn from the personal value of their mentor.
Madeleine Clark
18063631

I believe professional reflexivity is important to my teaching because it provides the

opportunity to reflect on personal philosophy. In reflexivity, you get the opportunity to
improve the areas that need additional focus or support. This essentially improves your
practice overall to ensure your students receive teaching from the best version of yourself.

As a consequence of this belief, I will engage in personal reflexivity by evaluating the lessons
I have performed. The ways in which this can be achieved is be considering how I have
addressed issues in the classroom, how I have assisted children with increased learning
needs and potentially sitting with the head of the HSIE department to discuss measures in
which I can increase my performance.

I think in early years of teaching practice it will be imperative to arrange with the head
teacher of your department, analysing the means by which you teach students to ensure
your practice is successful. By planning this with the head teacher, you will feel more
confident about your approach to teaching. Once this has been implemented, you have the
opportunity to reflect on your personal feelings towards the lessons. Then you can reflect
with your department about methods of improvement.

I believe that students best learn through social interaction, group work and peer support.

Therefore I will use … p. 130

Johnson’s Model (Johnson & Johnson, 2003)
Gagne’s nine events of instruction model

Values: I really appreciated ‘the five C’s’

 Care for people and property
 Courtesy towards people
 Cooperation in all activities
 Consideration of other’s feelings
 Common sense when making decisions

Key rules
 Have respect for others and property
 Show kindness wherever you can
 Support and collaborate with your peers
 Demonstrate mindfulness in your words and actions
 Think constructively

Establishment of expectations in the classroom

These will be established in the classroom by encouraging students to treat others the way
they wish to be treated. If students value these key rules as ‘important’ then they will be
more likely to follow them. If they have better suggestions, these will of course be
considered or altered to suit their value sets.

From Ziporli’s assumptions about behaviour and behaviour management I would also
include the following to ensure that students are acting their best and being their best in
class.
Madeleine Clark
18063631

“Most behaviours are learnt”

“Most behaviours can be taught, modified or changed”
and
Behaviour change programs should focus on reinforcement strategies and other positive
behaviour supports
These aspects are important to include in my teaching attitude as a means for the
adjustment of behaviour in the learning environment.

Using Killu’s reading about Behaviour Intervention Plans I would definitely add elements of
this to my classroom. Killu’s essential BIP elements table provides a solid list of suggestions
in order to promote positive behaviour in the classroom.
The functional behaviour assessment is particularly a standout.
Having a ‘team discussion’ to find ways of managing students creates consistency and
steadiness in learning. By reviewing records, the teacher can find means of success which
have worked for students individually before.

The rule ‘care for people and property’ teaches students to have respect for everyone and
everything. Implementing this will encourage students to show kindness and replicate
patterns of good practice around people and property.

To teach this, the teacher can use positive reinforcement when respect is shown. If respect
is shown to peers, property or teachers, the teacher can verbally reinforce to students that
they are displaying positive behaviours. Creating this pattern will instil the value as a habit.

Having visual reminders around the room about respect may also assist in teaching this
value. When people see bright visuals, they are drawn to read and analyse what the
card/poster says. Becoming familiar with the concept of respect or providing examples of
how respect can be shown will help students replicate these behaviours.

I would also include

 Ethical education: to learn about what is the right thing to do towards ourselves and
towards others
 Emotional education: to recognise emotions in their peers where they may need to
provide extra support or inform the teacher
and
 Social education: learn means of increasing social interactions with our peers who
we may not necessarily partner up with during group work or outside the classroom.

These were all considered as a means for students to experience education beyond the
curriculum.

Ready to roll …
Now, read it to yourself, and start editing to a maximum of 1000 words, it’s time to prepare
your final submission. Look at the Unit Learning Guide rubric and instructions and now write
Madeleine Clark
18063631

your own personal reflection and philosophy You have to reflect on what you have learnt
and what you are still to learn. This reflection is an opportunity to provide your own
behaviour management philosophy/model.

Your personal model can be based on your personal experience and any of the theories and
research explored in PPLE or other Units which form part of your course. You need to
appropriately identify and credit these theories which influenced your thinking in relation to
the development of your personal approach within your text. You must provide at the end
(not counted to word limit) an ‘acknowledgement’ section where you may list the
theories/policies/ people that may have influence your model to date.

Into the future!

However, please be aware that your philosophy may well change as you gain experience in
teaching and are exposed to other ideas from your ongoing professional development, your
interactions with peers and other sources of inspiration. It will be an interesting task for you
to go back to this philosophy you have just completed in 10 years’ time and compare it to
the one you have then. Will it have changed much? How have your approaches evolved?
What kind of teacher have you become?

NOW WRITE YOUR FINAL DRAFT OF YOUR PERSONAL PHILOSOPHY (1000

words Max) IN THE SPACE PROVIDED AT THE START OF THIS DOCUMENT!