My Personal Philosophy Of Teaching

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Teaching in the modern classroom presents challenges many previous educators have not been faced with. The Melbourne Declaration of Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008) states that today are students will become “successful learners, confident and creative individuals, and active and informed citizens”. In order for educators to meet these demands, they will need to consider how they will prepare students for the future (Marland, 2007). As a pre-service teacher, I have the complex task of designing a classroom management plan that intertwines theories of learning, teaching and assessments and behaviour management, whilst creating a positive and safe classroom environment and building relationships with students, parents and colleagues, all with the main goal of maximising students learning so they can be prepared for life after schooling. I believe my personal philosophy of teaching will enable me to meet the challenges of my future classrooms and students. In Australian classrooms, students come from a wide variety of social and cultural backgrounds. These differences will affect they way in which they learn. Vygotsky’s Sociocultural Theory supports the claim that students from different backgrounds will have different ways of interpreting the world and constructing knowledge (McInerney & McInerney, 2002; McDevitt & Ormond, 2010). Theorist, Carl Rogers Humanistic Approach
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