Mobafire homework central.

[quote=jhoijhoi]Heya guys. My "Personal Teaching Philosophy" is due tomorrow and I was hoping for some feedback. It's 200 words over the limit, but I may be able to get away with it. Otherwise I'll have to find 200 redundant/useless words. If you have any comments, suggestions or questions, I'd love to hear them :) [spoiler=Jadyn Thone's Teaching Pedagogy][b]Change Agents of Constructivist Epistemology[/b] Through my education at Queensland University of Technology, I have reformed my view of teaching. A traditional approach to teaching is teachers reproducing and transmitting knowledge. I now believe this technical-rational view of knowledge is an archaic method of teaching – students are not “empty vessels waiting to be filled” (Freire, 1970). When I graduate and start my first year of teaching, I will attempt to teach productive pedagogies in order to inform and progress the development of a more inclusive culture, policy and practice in my school community. With my future practice, I wish to teach under a constructivist epistemology, wherein all knowledge is co-constructed and learning is a meaning making process with others. In science education, this approach is known as student-guided inquiry and Bennett and Holman (2002) characterise context-based learning as the adoption of “student-centred” teaching and the approach of a scaffolded “spiral curriculum”. As such, learning experiences within my classroom utilise student-driven group work during the orientating and enhancing phases of a unit. It has become apparent to me now more than ever, as a pre-service teacher that I will be influencing many young minds with the way in which I teach. Teachers are agents of change (Freire, 1998) and they assume responsibility for themselves and the students they are teaching. They are uniquely positioned to effect positive social change, as there is recursive interplay between education and the social context in which it occurs (Irving, 2004). I aim to be a nurturing and supportive teacher who strives to promote constructive social interaction between myself, their peers and the broader community; in this manner, I believe students will wish to succeed and achieve in my class. By focusing on their personal development and cultivating their knowledge of society, I believe my students will be able to participate as an active citizen. Tytler (2007) discusses the importance of schools working in sustainable partnerships with industry and the community. I will need to readjust my professional practice to create ethical and valuable relationships with all communities and families in order to teach students with a broader philosophy. [b]Inclusive Practice[/b] In terms of embedding inclusive education perspectives within the curriculum, I understand that my goals as a teacher for student achievement influence my pedagogy, as does my understandings of equity, discrimination and social justice. Teachers play such a vital role in reflecting and helping social construction within the classroom to be positive and inclusive (Morton, Rietveld, Guerin, McIlroy and Duke, 2013). Smith and Barr (2008) state that classrooms are where a sense of community is built, diverse contributions are embraced, differences are de-emphasised and inclusion is promoted. I now understand that equity, rather than equality, requires knowledge of social justice that necessitates attention to injustice (Young, 1990). During field experience I learnt to create and maintain safe and supportive learning environments by administrating a variety of behaviour management strategies; in the future, I will seek to “establish, communicate and maintain clear expectations for student learning and behaviour” (Queensland College of Teachers, 2007). I seek to provide a positive climate in my classroom, which can ultimately lower the chances of conflict, and heighten the effects of any negotiation strategies I may employ. I strive to continue to enhance my professional knowledge of behaviour management strategies for the future. I seek employment in a highly inclusive school with a strong belief of educational equity, where I can cater for students of differing abilities, cultural, language and social-economic backgrounds (ACARA, 2010) and a variety of interests in a supportive, acknowledging environment for Australia’s culturally diverse student cohort. I seek to develop my inclusive practise by ensuring I accommodate for students of differing learning styles or intelligences; such as ensuring individual work for intrapersonal learners, group work for interpersonal learners utilising various forms and features of spoken, written, visual and multimodal texts (Gardner, 1999). Gardner’s theory of Multiple Intelligences informs my thinking in relation to creating an inclusive learning environment for diverse students due to its model of differentiating modalities of intelligences, rather than assuming that aptitude is dominated by a single general ability. With a working knowledge of the intelligences that students may utilise, I was able to incorporate more inclusive strategies; this in turn enabled students to interact and connect with each other and build relationships. Additionally, I have become aware of the effects different cultural upbringings may have on student behaviour and that multicultural literacies should be introduced to the classroom to allow for a diverse range of activities, tasks and allowance of student perusal (Fish, 2010). Lastly, my familiarity with information, communication and technology (ICT) allowed me to create scaffolded work sheets and work booklets that benefitted students with learning difficulties. [b]Curriculum and a Culture of Learning: Create, Teach, Reflect and Adapt[/b] Teachers are learners who constantly develop a culture of learning and belonging; learning is more than the acquisition of knowledge; learning is about becoming part of a community of learners in the classroom; learning is also about learning to learn. Understandings of learning, curriculum, pedagogy and assessment influence my perceptions and expectations of student participation and achievement in school. Rather than focusing on deficit and student weaknesses (Skidmore, 2002), I will seek to build rapport with students and use this knowledge to make connections between the student’s strengths and interests with the curriculum. I believe it is imperative that appropriate teaching strategies are used to engage students in intellectually challenging topics, problems and issues of science in order to provide them with the knowledge necessary for educational progression (Goodrum, 2004). Although I am conscious of the need to teach the syllabus required, and actively identify the language, literacy and numeracy within the curriculum to supplement student learning, I will not “check-list teach”. According to Broadfoot (2007), there is a complex and close relationship between assessment and curriculum; “we value what we assess and we assess what we value”. Understanding how students learn, rather than reporting on student performance, is more important for student growth, and this is the approach I took when circling the classroom and assessing student work formatively. As a future science/English teacher, I aim to model these life-long skills correctly and provide opportunities to implement self-motivated context-based learning experiences within the classroom – not teach this trifecta of knowledge because I have to. Most importantly, I will constantly link assessment to real world scenarios, allowing students to relate to the tasks they are performing (Crawford, 2000). Finally, in today’s society I will need to include many different perspectives in my lessons in order to provide the best teaching experience for my students. My lessons at Queensland University of Technology (2009 – 2013) have allowed me to realise the benefits of reflection; I feel encouraged to engage in critical reflective evaluation in order to personalise and individualise my teaching practices (Hayes, Lingard, Christie & Mills, 2006) to ensure a conscientious approach to teaching curriculum. I reflect critically on my own work by asking questions such as:  “Are all the students I teach, regardless of background, engaged in intellectually challenging and relevant curriculum in a supportive environment?”  “How do my teaching and assessment practices support or hinder this?”  “And, what opportunities do I have to critically reflect upon my work with colleagues?” (Hayes, Lingard, and Mills, 2000). In my classroom for the future, I intend to adopt and adapt every day to improve my own teaching methods. - Jadyn Thone, 2013 [/spoiler] It's pretty boring if you don't have an investment in teaching, like I do. Kudos to anyone who actually manages to read it and supply some great constructive criticism ^^[/quote]

[quote=-NA- Veng Lmfao]Is it supposed to be though at the start? Did you mean through?[/quote]

[quote=IShouldGetALife]Banana bender eh? I love Queensland it's much better than SA weather wise, as for the actual topic of the post I like your attitude towards teaching and there doesn't appear to be anything wrong with it, it would be great if more teachers had your attitude.[/quote]

[quote=jhoijhoi]Veng, wow, typo in the first word of the first paragraph. That's a record for me! D: Life: Thanks! I only hope to be able to stick to it. I haven't taught longer than 4 weeks.[/quote]