On one’s journey towards becoming a teacher with embodied goals that are still awaiting fruition are all based upon the desire as well as necessity to know one’s students, in order to meet their diversity of needs. As one’s goals are still developing and evolving they are all heading towards the ultimate achievement, which is to promote and enhance learning. The success of our students is mirrored upon ourselves, were teaching provides a path for the students to face the challenges of later life, in becoming articulate as well as globalized citizens of the 21st century. One’s teaching goals are influenced by their interpretation as to the purpose of teaching, not only to be envisioned as a means of regimented education with the final goal
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Ken Robinson (2006) timely warns through his inspirational speech that schools often stifle creativity as talents are being squandered as a result of a culture that stigmatises mistakes. As a future teacher I shall aspire to encourage students to create originality that has worth, were creativity will be on par with literacy. I have the desire to impart upon my students for them to openly challenge themselves, as aptly expressed by Kay’s (2011) spoken word poetry of “not being afraid to stick out your tongue and taste the sweet joys of life”. This wishful thinking often sounds clichéd, since it is commonly overheard throughout my student years, but within its deep roots could be no further from the truth, and hence we must prevent institutions of education from disembodying students away from creative learning. It is not my purpose or intention to go done the grey path of monolithic learning as my perceptions and values in relation to child development is built upon the ideas of the Dynamic System Approach, were learning is associated with a more dynamic, nonlinear holistic process (Kim & Sankey, 2010, p. …show more content…
The Australian classroom is now more diverse than ever, hence teacher pedagogy should reflect the growing linguistic and cultural diversity of our communities. Burke (2012) acknowledges that teacher’s must be culturally sensitive and responsible, in order to accommodate the great cultural variations that may exist in the classroom. My personal values that underpin my aim to address the inequalities within education are related to equity and consistency of education that are free of judgment through disadvantage, perhaps what may be viewed with pessimism by pragmatists, but still I firmly believe are achievable. There needs to be action taken to improve the overall outcomes of students from lower socio economic backgrounds as well as Indigenous student’s, but caution must be adhered to so as not to arrive at preconceived conclusions by setting challenging expectations, regardless of whom the student is and their background (QTF, 2003). A teacher must take into account the impacts of the hidden curriculum, Williams (2011, p.21) questions if non-standard Australian English holds relevance within the classroom, which bears significance for Aboriginal students which exhibit difficulty in the understanding of standard English, thus accepting the guidelines of the new English syllabus which embraces the teaching Aboriginal
Ken Robinson (2006) timely warns through his inspirational speech that schools often stifle creativity as talents are being squandered as a result of a culture that stigmatises mistakes. As a future teacher I shall aspire to encourage students to create originality that has worth, were creativity will be on par with literacy. I have the desire to impart upon my students for them to openly challenge themselves, as aptly expressed by Kay’s (2011) spoken word poetry of “not being afraid to stick out your tongue and taste the sweet joys of life”. This wishful thinking often sounds clichéd, since it is commonly overheard throughout my student years, but within its deep roots could be no further from the truth, and hence we must prevent institutions of education from disembodying students away from creative learning. It is not my purpose or intention to go done the grey path of monolithic learning as my perceptions and values in relation to child development is built upon the ideas of the Dynamic System Approach, were learning is associated with a more dynamic, nonlinear holistic process (Kim & Sankey, 2010, p. …show more content…
The Australian classroom is now more diverse than ever, hence teacher pedagogy should reflect the growing linguistic and cultural diversity of our communities. Burke (2012) acknowledges that teacher’s must be culturally sensitive and responsible, in order to accommodate the great cultural variations that may exist in the classroom. My personal values that underpin my aim to address the inequalities within education are related to equity and consistency of education that are free of judgment through disadvantage, perhaps what may be viewed with pessimism by pragmatists, but still I firmly believe are achievable. There needs to be action taken to improve the overall outcomes of students from lower socio economic backgrounds as well as Indigenous student’s, but caution must be adhered to so as not to arrive at preconceived conclusions by setting challenging expectations, regardless of whom the student is and their background (QTF, 2003). A teacher must take into account the impacts of the hidden curriculum, Williams (2011, p.21) questions if non-standard Australian English holds relevance within the classroom, which bears significance for Aboriginal students which exhibit difficulty in the understanding of standard English, thus accepting the guidelines of the new English syllabus which embraces the teaching Aboriginal