Ruby Mahoney

My Teaching Philosophy

 

 

Students should graduate from school feeling empowered by knowledge and understanding of the world around them. They should think critically about society, and communicate and create with confidence. I am a teacher because I want to help facilitate this process of discovery. I want to help provide these opportunities to the adults of tomorrow, and I think that school can be the best place for building this learning.

 

As a pre-service English teacher, I support the aim of the new NSW English Syllabus: to “enable students to understand and use language…enjoy the English language…and to make meaning” (Board of Studies NSW, 2012). Language is the key to effective communication in the wider community, in the workplace and beyond. In the English classroom, skills with language are more important than learning the names of all the characters in Shakespeare's plays. As an English teacher, I am passionate about the nuances of language and hope to instil this awareness and appreciation in the students I teach.

 

The most loved teachers from my own schooling were organised yet creative people who made learning an enjoyable but also worthwhile process. Classrooms were vibrant, the projects were flexible and I came away from classes wanting to ask more questions. In my own classroom, I hope to foster similar ideas. Following the Quality Teaching Framework, I have sought to create an intellectual space in which students’ own experiences are valued and where students can see how new concepts and understandings relate to their lives beyond the classroom (NSW DET, 2003 & 2006). My ideal classroom is abuzz with students collaborating. Exercise books are full with the students’ own notes on their ideas and the ideas of their peers. Students are working on a range of projects, which cater for both their needs and strengths. Some are using ICT to present independent research. I am not the boss of this space; instead I lead as a facilitator.

 

This image of my ideal classroom has been influenced by theories of motivation, as well as views of inclusive education. I find Monique Boekaerts’s model of self-regulated learning useful, as it combines many ideas about how to engage students. Content should be related to student interests, in order to engage them; students should be given choice in tasks; reflection on learning can be as important as the learning itself (Boekaerts, 2010).  

 

A key to inclusive education is differentiation. As a pre-service teacher, I am reading broadly about differentiated classrooms, as I want to ensure that no student in my class is excluded from learning by needs I haven’t catered for. When I plan lessons, I draw from Susen Smith’s Model of Dynamic Differentiation, which provides a comprehensive framework for lessons that give all students opportunities to engage and improve (Smith, 2009).

 

Within and beyond the classroom, I am also a learner. From formal and informal assessments of my students, I learn about the effectiveness of my teaching and aim to use this feedback to shape future lessons. Professional learning opportunities also provide a platform for engaging in discussion about teaching strategies and ideas with other more experienced teachers. Even when it comes to a tricky English text or concept, there is always someone else in the staffroom with a helpful suggestion!

 

The ethics involved with being a teacher are also of paramount importance to someone new to this vocation. In thinking about my broader teacher identity, I am conscious that being a teacher is more than simply ticking off the tasks on a job description. As a teacher, I am a member of a classroom but also a member of a wider community of parents and other stakeholders (Clarke, 2007). Through professional learning and experience in schools, I aim to build my skills in areas outside of the classroom, making a positive contribution to this learning community.

 

 

References:

 

Boekaerts, M. (2010). Motivation and self-regulation: two close friends. The Decade Ahead: Applications and Context of Motivation and Achievement. 16(B), 69-108.

 

Board of Studies NSW. (2012). English K-10 Syllabus: Volume 2, 7-10. Sydney, Australia: Author.

 

Clarke, M. (2009). The ethico-politics of teacher identity. Educational Philosophy and Theory. 41(2), 185-200.

 

NSW Department of Education and Training. (2003). Quality teaching in NSW public schools. Sydney, Australia: Author.

 

NSW Department of Education and Training. (2006). Quality teaching in NSW public schools: A classroom practice guide. Sydney, Australia: Author.

 

Smith, S.R. (2009). A dynamic ecological framework for differentiating the primary school curriculum. Gifted and Talented International. 24 (2), 9-20.