Education is an integral part of any individual's childhood. It more or less predicts the trajectory of their professional experiences in the future, as well as their literacy and numeracy levels throughout their lives. As an educator, I endeavour to provide access to a rigorous education that is of the highest quality. I am a strong believer in inclusive education; the students in my class will always be provided with channels to access the curriculum through differentiation and learning tasks that allow for multiple entry and exit points. All students are expected to achieve the same learning outcomes, though the journey to get there will be different. The classroom atmosphere is welcoming, comfortable and most importantly, a safe space. Student's are encouraged to be proud of their background and cultural heritage.
Gardener's Theory of Multiple Intelligence's shapes my planning, so all students have a chance to learn through a medium that suits them best. As an educator, I 'practice what I preach'; I demonstrate a growth mindset and role model my love of lifelong learning. I myself, inquire about the world, and travel frequently to keep learning about the world and developing a deeper sense of intercultural understanding. I believe my thirst for knowledge and ability share my knowledge in a way that is relevant to children's lives makes me unique. To be an exceptional teacher, I understand the need for ongoing critical reflection and professional development (PD). I seek to fill my knowledge gaps, and partake in PD when appropriate. Through my experiences, I have seen the positive impact of inquiry learning approaches. Students learn best when they formulate the questions. I capitalise on students natural curiosity to provide them with stimulating tasks that propel them (the learner) to keep moving forward and to keep asking questions. I understand that students respond to their environment, so I endeavour to be enthusiastic at all times. Learning tasks and the general environment within my classroom is anything but standard; individuality is embraced and displayed around the classroom through work samples that reflect 'personal best', there is a strong presence of respect facilitated through positive behaviour support and restorative justice practices and students are encouraged to be leaders through the provision of roles requiring age appropriate levels of responsibility. Leadership is nurtured through high expectations, which is the foundation of my teaching practice. Learners are nurtured through group tasks, individual tasks and when possible, one on one time with an educator. I understand the need for a diverse range of learning tasks that respect students need for multi modality learning. Evidence based practices within special education are incorporated into students learning tasks and environment, whether that be through visual aids to augment students learning or the provision of more complex tasks for gifted students. I am passionate about all students achieving a sense of fulfilment throughout the process, and upon the completion of their work. One year of schooling can be a short time, or a long time to make changes; it all depends on mindset of the teacher. My primary goal is to give students a positive academic experience. By the end of the year, I hope the students I have taught are more enriched with confidence, curiosity, community mindedness, respect, leadership, persistence, motivation and passion for, and within, all that they do. |