Pple Philosophy
Pple Philosophy
Pple Philosophy
Teaching Philosophy
An essential component of creating a positive classroom environment starts with the
classroom set up. Physically, the organisation of the chairs, tables, the presence of student
work displayed proudly on the walls as well as the presence of colour and character create
an atmosphere that draws students in and facilitates a sense of belonging and engagement.
In order to create a positive classroom atmosphere I will give students activities to make
posters and models and then hang them around the room to give it character, ownership
and pride. Behaviourally, a clear and consistent routine of classroom entry and settling
down procedures where students wait at the door until let in and then sit at their desks
will facilitate positive behaviours amongst students. Creating a consistent routine that all
students know and can follow will reduce challenging behaviour as they know expectations
Effective and positive communication is a two way process where both parties contribute to
effective providing them with the space to take ownership and leadership of their
learning.
verbal and non-verbal, I will work to ensure that the non-verbal cues I send such as
proximity, hand gestures and facial expressions match the verbal cues. Likewise, that my
non-verbal cues do not display negativity (such as anger or frustration) towards the
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students. My ability to relate to students will greatly impact my ability to teach them, so I
need to ensure that I develop my communication skills in order to better relate. Likewise,
being culturally aware of the social ecology of communication amongst different cultures is
essential if I am to work in schools, as schools have diverse students and the meaning
derived from non-verbal cues is interpreted based on interferences from personal factors.
I will also endeavour to promote social and emotional learning (SEL) of my students. Some
students may not be able to engage in learning because they do not have the SEL skill set
required to do so. When reviewing theories such as cognitive behavioural theory, the
teacher should focus on promoting the positive behaviours they want to see rather than
stamping out negative behaviours they dont want to see. As such, I will seek to facilitate
the development of the skills required to engage in the identified positive behaviours.
SEL skills are not generally taught explicitly at school but they are some of the most
important skills required to be successful within school. As such, if students are engaging in
potential antecedent may have been. Then I (and through a collaborative whole school
approach) will focus embedding skill development in my pedagogy. In doing this, I hope to
create a classroom where my students are given the opportunity to engage with the content
as they have the capability to do so. Examples of this could be through engaging students in
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cognisant of and reinforce positive behaviours when I see them. This can be hard to do, with
students I must actively remember to positively reinforce students when they do the right
thing. This is essential if they are students who receive consistent negative feedback.
and reflexion based on action research. Engaging in reflection is a difficult task that requires
cognitive of my behaviours and the implications of those behaviours. Being a reflexive and
self-aware teacher will create a safer environment for my students. I am aware of how
difficult this can be in the face of all the work required of a teacher. This means that despite
listen to my students and engage in open questioning with them. Acknowledging the
feelings of my students makes them feel valued and therefore safe and comfortable within
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As such, my philosophy is built around the concept of reciprocal and warm relationships,
consistent and clear routines and a focus on explicitly teaching and developing the skills
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