What we truly believe at Alphington Grammar School is that children do not learn in isolation. The process of skill acquisition and knowledge building is a collaborative process. At Alphington Grammar School, the learning journey encourages students to learn both independently and, from and with others. If students are to become autonomous and lifelong learners, they need to experience ongoing opportunities for both individual and collaborative learning. As such, our teachers provide learning experiences to enable students to see things from different perspectives, to value and respect diversity, and to analyse different points of view. The classroom experience gives our students some flexibility in choosing ways of working both individually and as part of a team and, encourages them to take responsibility for their own learning.
Within Alphington Grammar School the curriculum is the road map to implement the mission and values of our school. It inspires young people to aspire to academic excellence by making a difference in this world by their generosity of spirit, service to the community and by developing a strong sense of
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We have shaped our learning environment in which students with a diverse range of learning capabilities can advance at their own pace, enjoy success, achieve their potential and feel a real sense of belonging in our school community.
Our staff support a collaborative approach to learning. Curriculum design supports the needs of all students. We also carefully consider the voice of the student in the learning continuum and encourage creative curriculum design to support the diverse needs of our students by designing programs of enrichment and acceleration for those students identified as gifted and, the necessary scaffolding for those that need extra support to achieve their personal
While the individual teaching styles of the team were very different, it became apparent that commonality existed in terms of supporting the growth of our students. After team collaboration, we adopted the following vision statement: “We will provide a classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.”
A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.
We need to be a school district that prepares all students to be productive members of society. We need to expose our students to the real world and help them see that the world is bigger than our very small community. We need to ensure that all students have the opportunity to succeed and reach their goals. We need be a school with a pluralistic culture. Our students need to be culturally competent and have a good understanding of diversity. We need to promote the acceptance and celebration of people from all walks of life. We need to develop a supportive atmosphere where students feel they can express their beliefs freely without prejudice or judgment.
Provide opportunities for all learners which maximise individual development, provide inclusion and set high expectations for achievement and learning.
I see students as the next generations’ heroes in so many fields. In my vision, I have to inspire students and prepare them with confidence, knowledge, experience and skills. Which means I encourage, communicate, guide, teach, and assess students in order to enrich their infrastructures.
I believe the school endeavours to provide as much variety of opportunity as possible to allow each child to find something they are good at. The mission and aims show that the school recognises the diverse nature of its children and families, and their individual faiths, cultures and abilities and encourages its
Chelmsford Public Schools mission is to, “cultivate inspired, creative, and well-rounded lifelong learners who process the integrity and self-direction necessary to be contributing community members.” I believe that as a teacher, it is my job to provide opportunities for students to become inspired, by not only themselves but others in order to reach their goals both academically and socially. I also believe that it is my job to prepare students to become
“Our main goal is to create a space that brings together all kinds of students to help them raise awareness and celebrate differences in our inclusive school climate.”
As a leader I envision my school as one where students and teachers come to a place they enjoy entering each day. All share the focus of the school, the belief that all students can become high achievers. Staff is centered on student achievement; no matter what academic level that all students face coming into the classroom. All staff will understand that all children are teachable, even those with learning issues.
Goal 1: Develop a comprehensive curriculum that is inclusive, reflects multicultural diversity, and promotes contributions by all races, creeds, and cultures
This helps to create and maintain a culture where appropriate and honest feedback about how “WE” can improve is embedded in everyone's vernacular, mindset and practice. It also provides opportunities for everyone (to give our entire learning community) opportunities to give and receive meaningful feedback (this created opportunities for shared language, vision, and partnership with our entire learning community). This addressed the norms of isolation and autonomy that Saunders discussed (Saunders, 2009). It also shows the role that administrators can take as leaders and participants in an inclusionary vision of their school ( Epstein,
The most recent collaborative experience I’ve been a part of was an entirely student-run production of Next to Normal at my school. After barely any cooperation from my school’s administration, the cast took it upon ourselves to raise the $3,000 required for rights, find a rehearsal space outside of school, and find independent ways to advertise. The environment in rehearsal was equally collaborative. Our two directors were students who were also in the show, both of whom very much respected and accepted our ideas and opinions about characters, blocking, and how to tackle the tough material the show focuses on. I learned through this experience that a, even if I do consider myself to be an incredibly open-minded person there is always room
Our challenge is to embrace the ever-changing requirements of the 21st century. We will strive to assure that our students are properly prepared to become productive citizens in their communities. To accomplish this, we will provide our students with: a high level of personalization in every aspect of their
Collaborative learning is founded on the idea that the learning process is a naturally social act which requires the participants to talk among themselves. Collaborative learning involves small groups of students who act on a structured learning activity to solve a problem, complete a task, or create a product. In simpler terms, the students work in groups to learn or understand a new concept they are studying. In this learning approach, it is important to understand that the students are accountable for individual work as well as the group work they do as a group in collaborative learning
I believe a successful learning experience is engaging and valued by the students. I believe students’ will value what they are learning if they believe what they’re learning is relevant. Relevance is important to teaching and learning because it is directly related to student engagement and motivation (Frymier & Schulman, 1995; Martin & Dowson, 2009). Marsh (2008), states a positive classroom environment provides a sense of security, community, belonging and identity (Marsh, 2008). Based on my experience as a practicing teacher, I have found establishing clear expectations within the classroom assist in maintaining control and discipline, to create a safe learning environment (Fatt Hee, 1996). I believe within all classrooms, students’ diversity should be valued. This creates a discrimination free environment and ensures students feel safe and included (Philips, 2010). According to Stanford & Parkay (2007) students are more engaged in class when learning experiences are satisfying, challenging and friendly.