This essay will discuss a personal teaching philosophy, an approach to classroom management and culturally responsive teaching practice. The learning theories of behaviourism, social constructivism and humanism will be considered and each theory’s influence on practice will be examined. Strengths and weakness bound in the practice of each approach will be reflected on and the inclusion of the Treaty of Waitangi [ToW] principles will be considered as a guide for effective teaching practice.
I see my teaching philosophy as a continuous learning journey that shapes effective practice rather than a list of attributes that label my classroom pedagogy. I believe there is something to be learnt from everyone and that all learning is context …show more content…
Good classroom management includes being proficient in tools that potentially enhance student-learning opportunities. I am skilled in Information communication technology [ICT] an in planning ahead I have purchased three I Pads with the intention of creating an ICT desk in my future classroom. Digitally literate, responsible, global citizens will use digital resources alongside traditional methods. When considering teaching theories, a behaviourist approach is concerned with stimulus and response learning that links external actions with observable reactions (Krause, Bochner & Duchesne, 2006), it involves boundary setting and the use of extrinsic motivation as stimuli for “learning through reinforcement” (Skinner, 1938, as cited in Barker, 2012). Macfarlane (2004) suggests that teaching theories are devoid of cultural considerations, however, I intended to explicitly include affirmation of all cultures bought to my classroom through pedagogical knowledge and building relationships with my …show more content…
This theory is layered through the NZC (2007) with students’ learning helping to make connections, and assist them to see how and where they fit into the world. Learners are active participants who self-regulate and use social interaction to ‘construct’ new ideas (Krause et al., 2006).
I have seen layouts in classroom seating that allow students to choose where they work and who they work with, I intend to utilise ‘hot seats’ in my classroom to encourage all students to share their knowledge with peers. This theory will guide my classroom management to support interactions and build tuakana teina relationships with a relational pedagogical teaching approach (Brownlee, 2004). The strength in this practice includes valuing students as holders of knowledge and creating meaningful learning experiences that relate and build on prior understandings (Brownlee,
I see my teaching philosophy as a continuous learning journey that shapes effective practice rather than a list of attributes that label my classroom pedagogy. I believe there is something to be learnt from everyone and that all learning is context …show more content…
Good classroom management includes being proficient in tools that potentially enhance student-learning opportunities. I am skilled in Information communication technology [ICT] an in planning ahead I have purchased three I Pads with the intention of creating an ICT desk in my future classroom. Digitally literate, responsible, global citizens will use digital resources alongside traditional methods. When considering teaching theories, a behaviourist approach is concerned with stimulus and response learning that links external actions with observable reactions (Krause, Bochner & Duchesne, 2006), it involves boundary setting and the use of extrinsic motivation as stimuli for “learning through reinforcement” (Skinner, 1938, as cited in Barker, 2012). Macfarlane (2004) suggests that teaching theories are devoid of cultural considerations, however, I intended to explicitly include affirmation of all cultures bought to my classroom through pedagogical knowledge and building relationships with my …show more content…
This theory is layered through the NZC (2007) with students’ learning helping to make connections, and assist them to see how and where they fit into the world. Learners are active participants who self-regulate and use social interaction to ‘construct’ new ideas (Krause et al., 2006).
I have seen layouts in classroom seating that allow students to choose where they work and who they work with, I intend to utilise ‘hot seats’ in my classroom to encourage all students to share their knowledge with peers. This theory will guide my classroom management to support interactions and build tuakana teina relationships with a relational pedagogical teaching approach (Brownlee, 2004). The strength in this practice includes valuing students as holders of knowledge and creating meaningful learning experiences that relate and build on prior understandings (Brownlee,