Assessment Task 1
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the
involvement
of
the
family
and
the
community
has
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(p. 4). Furthermore this paper will outline the benefits for students and
teachers through co-teaching and how it promotes equality throughout the
school (Murphy & Martin, 2015). These key topics are outlined within the
individual teaching philosophy and demonstrate core beliefs and values that
are central to the teacher.
The ability to engage all students within lessons is an ever-challenging
experience that all educators face. However by connecting to students
interests through topics and activities that speak to them, allow students the
opportunity to open up and grow as a learner (Seglem & VanZant, 2010).
Involving students in the decision making and allowing them to discuss their
learning freely, in regards to their own learning and the school in which they
do so, demonstrates a democratic environment. In the research that Brough
(2012) presents, it outlines that by using such practice (student-centered
learning) it aligns with the United Nations Convention on the Rights of the
Child (1989), which states within Article 12 that the children have the right
to say what they think should happen when adults are making decisions that
affect them and to have their opinions taken into account (p.345). By
allowing students voices to be heard by giving them choices in areas such as
their reading we empower them, allowing them to find their rightful places
in the classroom and to see beyond a label written on a piece of paper
(Seglem & VanZant, 2010, p.47). Children can become frustrated rather than
merely challenged within the classrooms, especially if their interests and
needs arent taken into account. This can cause short and long-term
consequences that can occur from these experiences including loosing their
enthusiasm for learning itself (Elkind, 1988; Glascott & Crews, 1998, p.232;
McDonald, 2014). Therefore to ensure a successful education for all students,
student-centered teaching practices provide opportunities for intellectual
engagement, a sense of responsibility, relationships based on respect and
purposeful communication, which are all core factors within a personal
teaching Philosophy (Dangel, Guyton, & McIntyre, 2004).
2
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2012).
By
teachers
adopting
new
practices
and
working
collaboratively with other teachers, either in their grade level or within the
school such as mentoring programs provides an opportunity to try new
things whilst questioning and consolidating their practice in addition to
taking risks (Brough, 2012). A study that Nilsson conducted suggested that
collaboration activities such as co-planning, co-teaching and co-reflection;
provide important opportunities for preschool teachers to enhance
their self-confidence and to improve their attitudes towards science while
developing deeper understandings of science content, which in turn,
supported the teachers to reframe their teaching in ways that helped to
stimulate their students curiosity about scientific phenomena
(Murphy & Martin, 2015, p.
279).
As shown through this research this style of teaching can be implemented
through a variety of subjects and areas within the school benefiting not only
the teachers but all who are involved.
The research presented within this paper reflects a range of methods and
practices that are core aspects within a personal teaching philosophy.
Becoming a Primary School Teacher is not only a challenging and ever4
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changing position that requires consistent reflection and evaluation but also
a noble profession that requires the respect that involves shaping and
molding the students to become life-long learners (Boyd, Glascott & Crews,
1998). It is through the critical analysis and adaption of key teaching
methods such as student-centered teaching that provides the basis for a
classroom focused on inquiry and the excitement of discovery and growth
(Brough, 2012). The impact that teachers have on students lives is why it is
not only important to create an inclusive and equitable environment for the
students but also for the parents/caregivers and community (Salter, 2015).
Through the involvement of parents/caregivers, the community and working
along-side other teachers, students develop a sense of belonging and
wellbeing within their life that has renowned effects on their motivation and
enthusiasm for their learning within and outside the classroom (Green &
Somerville, 2015). Furthermore it is through the development and reflection
of a personal teaching philosophy where teachers can show their growth,
understanding and respect for the choice of becoming a life-long learner and
teacher.
References
Boyd, B. F., Glascott, K. P., & Crews, N. N. (1998). Issues in Education: A
Teaching Philosophy:
Rhetoric or reality? Childhood Education: Routledge, Taylor & Francis
Group, 74 (4), 232-233.
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Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school
discipline with
family and community involvement. Education and Urban Society,
35(1), 4-26.