My Teaching Philosophy
Education plays a significant role in impacting future generations and their outlook in life. From a socio-cultural constructivist's perspective, recognising students within their social, cultural and historical context is important to develop their individual learning. It is through social interactions students are able to construct their knowledge, and it is the teacher's role to place students in their appropriate zone of proximal development, and guide students in their learning (Vygotsky, as cited in Macinerney & Macinerney, 2002: 45-49). As such, this ties in with my goal to not only to teach content but to foster intercultural sensitivity in my students, and build social skills which will enrich their lives. I believe my role as teacher is to encourage, hold high expectations (both behaviour and academia) and facilitate learning by providing a number of opportunities for students to learn from each other through collaboration and cooperation.
Over the year, as I reflected upon my own values, and how this may impact upon my students, I realised I attach great importance to kindness and open-mindedness. Compared to the beginning of this course, my teaching philosophy has become more humanist. According to Maslow’s hierarchy of needs, one the key links for students to reach self-actualisation, is by fulfilling their needs to belong and self esteem. I believe that the link between students’ positive self concept and positive interpersonal relationships (teacher-student, student-student) is essential in boosting learner efficacy (Sokolove et al. 1986 as cited in Macinerney & Macinerney: 431). In the current climate of inclusive education, I strongly believe in catering for diversity and increasing the enjoyment of learning (languages or otherwise) for all my students. I want to work hard at understanding my students as real human beings, and building a climate in the classroom where students have good habits of inclusivity - an appreciation of different people, their backgrounds and abilities.
Over the year, as I reflected upon my own values, and how this may impact upon my students, I realised I attach great importance to kindness and open-mindedness. Compared to the beginning of this course, my teaching philosophy has become more humanist. According to Maslow’s hierarchy of needs, one the key links for students to reach self-actualisation, is by fulfilling their needs to belong and self esteem. I believe that the link between students’ positive self concept and positive interpersonal relationships (teacher-student, student-student) is essential in boosting learner efficacy (Sokolove et al. 1986 as cited in Macinerney & Macinerney: 431). In the current climate of inclusive education, I strongly believe in catering for diversity and increasing the enjoyment of learning (languages or otherwise) for all my students. I want to work hard at understanding my students as real human beings, and building a climate in the classroom where students have good habits of inclusivity - an appreciation of different people, their backgrounds and abilities.
References
McInerney, D. and McInerney, V. (2002). Educational Psychology. NSW, Australia: Pearson Education Australia Pty. Limited.