I am Emily, a primary school teacher from Sydney, Australia.
I am interested in:
- Integrating technology and KLAs across the curriculum
- Inquiry learning
- STEM and STEAM activities
- Research and learning!
- Creating a safe classroom where my students feel valued, heard and loved.
I have taught Kindergarten for four years (2012-2015), and have taught Year 3 for the past two years (2016-present). I am a lover of learning, exploring and reading.
I plan to use this blog to share my thoughts, failures and victories. I hope to interact with other teachers as well, and to further reflect on my teaching practice for the benefit of my students.
My Personal Philosophy of Education
“The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.”
William Arthur Ward
I have a passion for teaching and a passion for learning. It is my hope that these passions will kindle a similar passion for learning in my students. I believe a teacher should exhibit the characteristics of joy, love, time, faith, patience and perseverance; never giving up on their students. I believe a teacher should hold high and achievable expectations for each student individually, and should invest in each student to achieve their personal best.
I believe that learners are individuals who bring a unique set of needs and abilities to the classroom environment. Each should be encouraged to become more responsible for their own learning, especially as they mature. I believe education should prepare students for the world in which we live. This means providing students with real-world experiences in the classroom. Education should assist students to grow into world changing active citizens.
I believe that a teacher’s main role is to encourage learning through positive experiences. A teacher should create opportunities for learning to occur, and to improve each individual’s success. As a teacher, I will achieve this by understanding each student’s learning style and needs, and observing how each student learns best, in order to plan and program lessons specific to each child’s learning needs. In my classroom, I aim to achieve this though utilising Visible Thinking Routines, Inquiry Based Learning, Problem-based Learning, identifying students’ learning styles and identifying students’ learning difficulties.
I believe it is important for a teacher to be open and welcoming in relationships with parents. It is essential to establish good communication and connections between the home and school environments to reinforce learning, knowledge and understanding. Through connecting with parents through Class Dojo and SeeSaw, I use these learning platforms to inform parents of their students’ successes during the school day. This further encourages a strong partnership between home and school environments.
I believe the learning process is complex but should allow time to meet students’ individual needs, yet also providing learning for the class as a whole. I believe that learning occurs socially, particularly where students have opportunities to discuss their own learning with one another. I believe learning occurs when students are problem solvers and active learners, rather than being ‘spoon-fed’ information. All student’s should be treated equally, and each given opportunities to work collaboratively with one another. I believe the curriculum is a set of criteria designed to meet the needs of students individually. Therefore it is necessary to be organised in terms of planning and programming to maximise the time for teaching and learning.
I believe the learning environment is a shared public place, which must be warm, welcoming, safe and the responsibility of those who share it. I believe it is important to recognise and embrace the diversity of students who share the classroom as it provides a myriad of opportunities to enhance student learning and growth.
I believe that if I am to be a good facilitator of the learning of others, I must embrace opportunities to expand my own learning in an ongoing, life-long way. This includes allowing myself to be critically reflective and evaluative of my own teaching practices on a daily basis, and to attend Professional Development when relevant.