As a teacher, I aim to create a positive and inclusive environment within my classrooms. A positive or negative social environment has a large effect on the learning process as it can ‘stimulate or undermine greater effort’ within students (Hammond et al. 2001, p. 11).
I also aim to foster positive teacher-learner relationships with my students. Students respond well when ‘they are engaged in caring, respectful and democratic relationships’ (Oakes & Lipton 2007, p. 255, and form friendly and supportive relationships with them. Part of positive teacher-learner relationships involves restorative practice, which is the ‘building, maintaining and repairing of relationships’ (Hendry 2009, p. 23), a practice I utilise within the classroom.
I also believe that it is important for students to hold responsibility for their behaviour as ‘behaviour becomes increasingly self-regulated’ as people grow older (J. E Ormrod 2008, p. 345). This is supported by Oakes & Lipton (2007, p. 262) who state that teachers should let ‘students assume some responsibility for determining rules and consequences’ within the classroom. This helps students feel included in the behaviour management process and reinforces positive learning relationships.
My Professional Philosophy.
My teaching philosophy is based around nurturing, supporting and connecting with each individual within a positive learning environment. I focus on providing equitable opportunities within my classroom and planning, to support each student to the best of my ability, ensuring each student can achieve his/her potential within my classroom.
Within my practiceI focus on teaching the characteristics of capable, critically analytical, ethical and educated individuals. Through this focus, I teach my students the skills to engage with, improve on, and engage in critical analysis of the values and ideals of society. These skills will help my students achieve in the classroom and beyond.
This philosophy is informed by my belief in the importance of focusing on the individual student, enabling students to navigate mass culture and find happiness, valuing diversity, morals, and ethics, and preventing assumptions informing my teaching practice.
Furthermore, my philosophy operates under reflective practice. During planning, lessons and after lessons, I engage in reflection, analysing each lesson and interaction to inform my future teaching. Through this I am able to provide my students with equitable and engaging learning experiences to support their ability to achieve.
Behaviour Management and classroom relationships.
References:
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Hammond, L Austin, K Orcutt, S & Rosso, J 2001, ‘How People Learn: Introduction to Learning Theories’, The Learning Classroom: Theory into Practice A Telecourse for Teacher Education and Professional Development, Stanford University.
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Hendry, R 2009, Building and restoring respectful relationships in schools: a guide to using restorative practice, Routledge, London.
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Oakes, J & Lipton, M 2007, Teaching to Change the World, 3rd ed., McGraw-Hill Higher Education, Boston.
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Ormrod, J.E 2008, Educational psychology: developing learners, 6th ed., Pearson/Merrill/Prentice Hall, Upper Saddle River, N.J.
My Classroom
Within my classroom I aim to foster positive relationships, engaging students in collaborative practice and restorative practice. I aim to create an inclusive and supportive environment where my students can work together and support each other. My classrooms, therefore, will feel like a safe environment where students can share and develop ideas. My classrooms will look busy, they will be organised into grouped tables to maximise group work possibilities. My classrooms will sound like the sharing of ideas, collaboration and teamwork, as well as, the quiet of independent analysis and reflection.