Developing Personal Philosophy of Teaching

In this assignment, students are asked to develop a personal philosophy of teaching by reflecting on their experiences and integrating theories and research from PPLE or other units. They must create a personal model, credit influencing theories, and recognize that their approach may change as they gain experience and encounter new ideas. This self-reflective exercise is essential for becoming an effective teacher.

Developing your personal
philosophy of classroom

Table of Contents
1.1 Qualities of a good teacher....................................................................................................4
1.2 Key considerations while planning the strategy....................................................................4
1.3 Completing the sentence.......................................................................................................5
2.1 Theories that are “More like me” and “not for me”..............................................................5
2.2 Completing the sentence.......................................................................................................5
3.1 Completing the sentence.......................................................................................................6
3.2 Outlining the understanding of beliefs..................................................................................7
3.3 Completing the following sentence based on professional reflexivity................................7
3.4 Completing the sentence.......................................................................................................7
4.1 Planning the teaching program using PIR cycle...................................................................8
4.2 Completing the sentence.......................................................................................................8
4.3 Values essential for a productive and positive classroom.....................................................9
5.1 Adding aspects to classroom management...........................................................................9
6.1 Teaching of the expectation................................................................................................10
7.1 Adding aspects on classroom management.........................................................................11
REFERENCES..............................................................................................................................13

FINAL PERSONAL PHILOSOPHY
In accordance to learning and experience over classroom engagement, I can state that
teachers are focused on making students comfortable learning environment. Further
the focus of individual is on managing inclusion of students in classroom learning in
order to protect interest of students in class room environment (Manning and Bucher,
2013).
I believe classroom management is related to wide variety of skills and techniques of
educators which are used by individual is to make students participate in learning
environment (Manning and Bucher, 2013). The techniques are based on attentiveness,
focus, inclusion and productive learnings of learners.
As per my own experience, I feel classroom management of educators is focused on
procedures, students behaviours, learning activities and instructional strategies used by
teachers. However, I feel classroom management theories plays an important role in
managing safe and effective learning of students such as cognitive development.
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Cognitive development of learners is based on inclusion of students in learning
environment for which teachers aims at implementing techniques like informal
learning activities, shared reading etc. In accordance to classroom I would like to state
about choice theory which enables freedom to students on learning and behaviour
(Mansfield and Volet, 2010). It helps in effective inclusion and learning of learners
because it aims at encouraging student participation in class room learning.
Moreover, students directed classroom approach is the model which focuses on
democratic classroom environment where the individual holds the right to share their
opinion and views without hesitation. In my opinion it is the best practices which helps
in empowering students and assist in boosting their morale of involving and in
classroom learning.
Apparently, as per learning and involvement in classroom environment I have learned
about the teachers motive over classroom management which is focused on providing
safe and comfortable learning to all individuals (Reeve and Lee, 2014). In order to
attain this, the educators aims at providing equal learning opportunities to every
students. However, I feel attention of teachers n students is the key criteria which is
related to attentiveness of learners in class room environment.
Further, from personal learning and experience over classroom management I feel
good teacher strategy plays effective role in easy and effective management of
students. The skills comprise authority which is strong hold over power because it is
related to responsibility (Bedel, 2015). In addition, knowledge and time management
of educators with students is a plan which assist in sharing adequate information
within limited time frame of one period.
Apart from this, role plays activities in classroom learning helps the educator in
encouraging communication among students and I also effective technique of inclusion
of learners. As per my involvement in learning environment I feel role play is class
room management strategy implemented by teacher to encourage creativity in students
for learning (DeLuca and Klinger, 2010).
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In addition, teacher are the individuals who holds great patient for different students
which helps them in understanding needs of each and every person as per their
requirement. There are numerous situations where the educators needs to deal with
disruptive students for which the individuals aims at implementing effective
communication and soothing voice and tone when interacting. This helps in
developing interest of learner in communicating their issues which helps in easy
management of students in classroom.
However, I in my opinion educators when teaching focuses on big Five rules that is
rules, routines, praise, misbehaviour and engagement. In this rules are related to
teaching rules which sets discipline boundary for students. Further, routine relates to
structure and class room learning environment which is same for everyday. Praise
reflect good teacher quality which helps in maintaining positive behaviours in
classroom towards every students. In my opinion praise is the approach which helps
educator in promoting equality among students which helps in motivating them to
participating in inclusive classroom learning.
Misbehaviour principle of educator is based on addressing disruptive behaviours of
students from where I analysed that it is the technique of educators to address
classroom problems by protecting interest of learners. Last teaching principle is based
on engagement where the individuals focuses on involving students in learning
environment (Froiland and Worrell, 2016). As per my experience I feel inclusion of
learners in class room environment is the best plan which helps in classroom
management because it aims at enabling positivity and creativity for students.
Thus, I feel assertive discipline model by Lee and Marlene Canter provides learning
over of class room environment which needs to safe and creative for students
regardless of behavioural problems and uncertainty. With the helps of this class room
management strategy the focus of educator is on setting clear rules to prevent mis
communication and unusual fight among students and educators and between learner
and learner during learning. Thus, in accordance to this it can be concluded that the
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theory aims at setting discipline and dignity in school room for students as well as
teachers.
1.1 Qualities of a good teacher
A good teacher is one who considers the perspective of the children, interacts with them
effectively and solves their problem in a very positive way. Some qualities, that made them
good are as following :
 Friendly nature : It is important because their friendly nature helped children also to
open up in front of teacher and by this we all were able to focus better on objectives.
 Efficient listener : Students also wants to be listened as well. So, the teachers were
efficient enough to consider the perspectives of us all.
1.2 Key considerations while planning the strategy
The key considerations are discussed as following :
 Maintaining silence (Manning and Bucher, 2013)
 Cooperating the teacher in new strategies and ideas to be implemented.
 Supporting them with new ideas which can act important for the improvement of
learning.
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1.3 Completing the sentence
I believe a positive learning environment is about staying cooperative, respectful with each
other and the most importantly, being productive enough to achieve the objectives and basic
targets (Kiemer, Gröschner and Seidel, 2015).
2.1 Theories that are “More like me” and “not for me”
Not me More like me
SKINNER'S OPERANT CONDITION Glasser's choice theory (Reeve and Lee,
2014)
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2.2 Completing the sentence
I believe classrooms should be places where there is an efficient amount of understanding
between teacher and children and also it should promote a healthy environment so that it can
throw a positive influence on the whole learning process (Bedel, 2015).
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3.1 Completing the sentence
I believe that good communication between teacher and student is vital to a positive classroom
climate because an appropriate rate of communication helps in opening up the child as well, so
they can be able enough to share all their ideas and issues with the teacher, leading to a positive
and efficient environment.
3.2 Outlining the understanding of beliefs
Personal beliefs of teacher effect the way we create positive learning environment because
when the belief is strong enough, then it however increases the overall focus of achieving the
targets. Strong and effective beliefs can help in having ways that can actually help in achieving
the objectives.
3.3 Completing the following sentence based on professional reflexivity.
I believe professional reflexivity is essential to my teaching because it can help me in
maximizing my whole experience of practising and learning.
3.4 Completing the sentence
As a consequence of this belief, I will try to maintain this type of attitude that there is much
more to learn. This will help me to achieve all my targets.
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4.1 Planning the teaching program using PIR cycle
PIR stands for prepare interact and reflect. In this, the role of a teacher is that they perform the
small section of some literature etc. to teach the same to the class. So, first, the teacher prepares
the same. Then the teacher interact with the children when they read the text prepared for the
class. There are various types of strategies also which the teacher can include and these may
involve close reading, text to text etc. Then, the children reflect on the matter after they
complete the reading.
4.2 Completing the sentence
I believe that students best learn through making an effective relationship with every other in
the class. It is because learning in groups can result better than learning alone because in that
case. Exchange of ideas takes place. Therefore, I will make sure to organise groups so that
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students can learn together.
4.3 Values essential for a productive and positive classroom
 Maintaining discipline
 Balancing work (Ames, 2012)
 A well interaction with others
5.1 Adding aspects to classroom management
1. Communication (Froiland and Worrell, 2016)
2. Rules
3. Scheduling properly
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6.1 Teaching of the expectation
I can teach self respect to the class because self respect is very important, so the students should
learn how to keep it. By learning the importance of self respect, they will be able to know their
worth and also this will help them not to make mis use of their thoughts etc. Maintaining the
self respect is one of the important aspects that needs to be ensured because self respect is the
key to attract a variety of opportunities.
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7.1 Adding aspects on classroom management
As per Jonathan, some aspects that were missing from the overall classroom management and
these were efficient communication skills. It is because although other essential aspects have
been covered such as social, ethical and emotional but communication still lacks in it (Reeve
and Lee, 2014).
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(Weeks 8 & 9) Drafting your personal reflection/philosophy
In the space below cut and paste each of the sections you have completed above and create a
(very) draft version of your personal philosophy
My personal reflection/teaching philosophy (Draft 1)
In accordance to learning and experience over classroom environment, I feel implementing use
of classroom theories and models such cognitive development, ascertaining, discipline and
implementing behaviourism approach are the effective classroom management strategies which
helps in protecting interest of students as well as teachers (Kleickmann, Tröbst and Möller,
2016).
Ready to roll …
Now, read it to yourself, and start editing to a maximum of 1000 words, it’s time to prepare your
final submission. Look at the Unit Learning Guide rubric and instructions and now write your
own personal reflection and philosophy You have to reflect on what you have learnt and what
you are still to learn. This reflection is an opportunity to provide your own behaviour
management philosophy/model.
Your personal model can be based on your personal experience and any of the theories and
research explored in PPLE or other Units which form part of your course. You need to
appropriately identify and credit these theories which influenced your thinking in relation to the
development of your personal approach within your text. You must provide at the end (not
counted to word limit) an ‘acknowledgement’ section where you may list the theories/policies/
people that may have influence your model to date.
Into the future!
However, please be aware that your philosophy may well change as you gain experience in
teaching and are exposed to other ideas from your ongoing professional development, your
interactions with peers and other sources of inspiration. It will be an interesting task for you to go
back to this philosophy you have just completed in 10 years’ time and compare it to the one you
have then. Will it have changed much? How have your approaches evolved? What kind of
teacher have you become?
NOW WRITE YOUR FINAL DRAFT OF YOUR PERSONAL
PHILOSOPHY (1000 words Max) IN THE SPACE PROVIDED AT THE
START OF THIS DOCUMENT!
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REFERENCES
Books and Journals
Ames, C., 2012. Classrooms: Goals, structures, and student motivation. Journal of educational
psychology. 84(3). p.261.
Bedel, E.F., 2015. Exploring academic motivation, academic self-efficacy and attitudes toward
teaching in pre-service early childhood education teachers. Journal of Education and
Training Studies. 4(1). pp.142-149.
DeLuca, C. and Klinger, D.A., 2010. Assessment literacy development: Identifying gaps in
teacher candidates’ learning. Assessment in Education: Principles, Policy &
Practice. 17(4). pp.419-438.
Froiland, J.M. and Worrell, F.C., 2016. Intrinsic motivation, learning goals, engagement, and
achievement in a diverse high school. Psychology in the Schools. 53(3). pp.321-336.
Kiemer, K., Gröschner, A. and Seidel, T., 2015. Effects of a classroom discourse intervention on
teachers' practice and students' motivation to learn mathematics and science. Learning
and Instruction. 35. pp.94-103.
Kleickmann, T., Tröbst, S. and Möller, K., 2016. The effects of expert scaffolding in elementary
science professional development on teachers’ beliefs and motivations, instructional
practices, and student achievement. Journal of Educational Psychology. 108(1). p.21.
Manning, M.L. and Bucher, K.T., 2013. Classroom management: Models, applications, and
cases. Pearson.
Mansfield, C.F. and Volet, S.E., 2010. Developing beliefs about classroom motivation: Journeys
of preservice teachers. Teaching and Teacher Education. 26(7). pp.1404-1415.
Reeve, J. and Lee, W., 2014. Students’ classroom engagement produces longitudinal changes in
classroom motivation. Journal of Educational Psychology. 106(2). p.527.
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