2.+My+teaching+philosophy

= // Statement of your professional beliefs and values (in Progress).// =

an integrated system of personalized assumptions about the nature of a subject, its teaching and learning

This provides an indication to the reader of the basis upon which you carry out your professional work. What are the key beliefs that underpin your work as a teacher? How do you see your role as a teacher? What do you value in your teaching? What do you believe are desirable features of teaching and learning practices?

Reflective, in that the person **thinks deeply** about what he or she does and values and his or her goals for the future and uses and records this information Collaborative, in that it can be developed as a result of working with others One of the most important aspects of constructing a portfolio is that it can clearly show evidence of **__learning through reflection__**. This means that you will need to have an inquiry orientation to the construction of your portfolio, constantly asking and responding to the question __"//how am I demonstrating excellence and accomplishment as a teacher?”//__

I am happy that the opportunity to teach in a constructivist manner is becoming acceptable and even desirable. The out-of-vogue archaic alternative is still commonly present. This traditional positivist teaching model is anti-democratic and dehumanising (Giroux, 1988a, 1988b). Balbao (2007) tears down this archaic and dysfunctional education model and replaces this with much more empowering model that places the responsibility of learning squarely on the shoulders of the student. His education model is based on student self-evaluation and dynamics that fosters both human dignity and democracy (Brawdy and Balbao, 2004). His exquisite expose on the futility of traditional assessment and the discordant affects this has on minority groups are highly convincing. I think it is healthy to question everything and to adapt or change old ways into new ways of doing. Education institutions are filled to the brim with self-justifying habits and rules, which really do not serve their conceived purpose(s). Our collective consciousness has grown beyond the traditional classroom.
 * The way that I teach**

There is a real need and therefore an opportunity to apply this democratic manner of education, if only to bring about greater awareness, but also as an opportunity to make the world more equitable (wealth, gender, race, ability). This entails a rebalancing of power in the classroom towards a co-learning relationship between the teacher and the students. This fosters a new self-responsibility, which was not present in the positivist classroom and allows for a much more autonomous individual. However, this approach does not come automatically, as much of our society is conditioned to the current status quo and this includes the children, who may very well rebel at their newly found learning responsibilities. In the long run, such individuals will have a much greater opportunity to live //with the complete possession of their faculties, traits, powers, with full and ready use of all their capacities// (Dewey, 1897).

=== Having studied various educational theories of practice and being exposed to a number of practical teaching styles during my practicums and while working in the public school environment, my natural tendencies is towards a holistic approach to teaching. In addition to the constructivist approach to teaching, I identify most closely with Gardner’s Multiple Intelligences (MI) theory. I believe that it is important that students are given a wide range of stimuli within each of their subjects. This in recognition of the wide range of learning capabilities that are present in children, such as: bodily-kinesthetic, interpersonal, verbal-linguistic, logical-mathematical, naturalistic, intrapersonal, visual-spatial, musical and recognition of numerous other intelligences belonging and relevant to other worldviews (indigenous and other cultures). === The traditional narrow recognition of intelligence through logic and linguistics, supported the knowledge and skills valued by the western industrial apparatus, that disregarded other abilities as secondary. Such deliberate fostering of specific intelligences was favoured (as determined by those in power) to allow for the further expansion of the scientific-materialistic culture worldwide. Such emphasis supports the secular and Descartian worldview and attempts to exclude the holistic and systemic nature of reality. Our world is now at a crossroad after having been exhausted by the exploitive nature of ‘//our// ’ economic rational driven society. This requires people with a broader worldview and skills, hence the timely (better late then never!) acceptance in the need for massive changes in education (Tytler, 2007, Carter, 2007).

I am convinced, through hard won experience, that those environments that provide a deep sense of trust and respect are those that foster the most growth and opportunity, not only for the student but for the teacher. I also believe that this applies across all cultural, geographic and professional backgrounds.


 * I __teach__ children**

I believe that each individual has a unique array of psychological traits that translate in a personality with specific needs and interests, which need to be bridged to the social applications that are relevant for her/his happiness, well being and prosperity and this may serve the community as a whole, either directly or indirectly (Dewey, 1897).

As a teacher I want to be acutely aware of this psychological profile and alleviate any blockages through right action that supports the individuals growth, as so much energy can be tied up supporting unnecessary behavioural traits formed due to past perceived or actual hurts. I recognize my limitations here and refer to minor aberrations, as deep-seated aberrations require specialist care, but much can be done with day-today constructive support. I always want to keep sight of the individual needs.

Crain (1985), discusses the work of Kohlberg and Piaget, who identified stages of moral development in children to be sequential and cross-cultural. First stage starts with children avoiding rules backed by punishment, to following rules only when it is in their immediate interest, to "being good" and living up to expectations, and culminating in the sixth stage of following self-chosen ethical principles and acting on the principle even when they conflict with a certain law or social agreement ( Power, Higgins and Kohlberg, 1991). The fact that these stages are cross-cultural may indicate that they are prior to human conditioning. Cultural expectations are layered on top of this and so is the dominant status quo, which in the western situation can be detrimental to the true well-being of the individual. Power, Higgins and Kohlberg (1991) clarified that different approaches were required to student interaction, depending on what stage of development they were at. His work is relevant in how to approach a particular student, in order to maximize the positive effect of such an interaction. Students are in school to learn, but the greatest learning is self-understanding that fosters growth and lasts a lifetime. In my opinion, this far exceeds the learning of content knowledge as specified by the relevant curriculum. After all I want to ‘//teach’// children, not just science and biology, but everything.
 * The hidden curriculum**

The science curriculum in Victoria and elsewhere is under tremendous strain to adapt to a new format and is encouraged to absorb constructivist principles (Tytler, 2007). This may do much to make science more attractive to learn and to teach. However, a curriculum is always going to be a roadmap. How one travels on that map and how the experiences along the way are interpreted is subject to many unpredictable and uncontrollable factors. In the end, what is important for me as a teacher is to foster growth of the individual. As a science teacher, like Hodson (2003), I regard science as being deeply connected with society and that learning about science is like coming into a new social environment and having to interact with its many facets. This means that in a true constructivist manner, I want to create a science classroom that fosters mutual trust, discovery, daring and discussion, where the power is shared equally and where the envelope is breached regularly. To instill a sense of empowerment in my students.

I am acutely aware that as a science teacher, I need to make my lessons varied, relevant and interesting, working with a deep understanding of the prior learning of the students, if I am to cross the numerous communication hurdles and achieve the above. Mackay (1998) argues that the most important aspect of communication is, the ability to anticipate how other people will interpret what you say. We can really get a message across, by first understanding (as far as this is possible) the mind-set of the audience. He eloquently states, “//It’s not what our message does to the listener, but what the listener does with our message”// that determines the success of the communication (Mackay, 1998).


 * Conclusion**

Dewey (1916) reminds us that school is a place where much knowledge and skills are fostered, but that the emphasis should be on the here and now, rather than some distant time. To make the school experience relevant and enjoyable as life being lived, rather than based on the remote promise of some distant future life. In this process the tenets of a democratic society can be taught by example, as the student feels connected, stimulated and loved. As a teacher, I feel privileged to be able to pass this on.