Teaching Philosophy and Resume: Education & Pre-Service Teacher

This assignment presents a student's teaching philosophy and resume, reflecting on their core beliefs about education, ethical underpinnings, and pedagogical understandings. The document outlines the student's teaching strengths, including communication and social skills, patience, and tolerance, and how these qualities will contribute to their pre-service teacher placement. The student reflects on their motivations for becoming a teacher, highlighting impactful experiences in early childhood settings and detailing their education, skills, and work history, including roles at various kindergartens and schools. The resume section includes a professional profile, education details from the University of South Australia and other institutions, certifications, and work experience. The assignment also includes personal interests and references, providing a comprehensive overview of the student's qualifications and aspirations in the field of education.

Running head: TEACHING PHILOSOPHY AND RESUME
Teaching Philosophy and Resume
Name of the student
Name of the University
Author note

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TEACHING PHILOSOPHY AND RESUME
Part 1
There are ethical underpinnings that has made me take up the profession of a teacher.
I think that the teacher should have strong character traits like the perseverance, honesty
along with the respect that can help in building of a successful professional. A teacher has to
maintain confidentiality unless a situation arises that demands the involvement of the parents
and the school administration (Niemi, Toom & Kallioniemi, 2016). My purpose of being a
teacher is to deal in a just manner with all of the students that can help in resolving the
problems. I make a constructive effort that can help in offering protection to the students
from the conditions that can be detrimental to the aspect of learning (Jackson, 2018).
The learners should play an important role in relation to the process of the learning.
The students should use the prior knowledge along with the new experiences for the creation
of knowledge. The teacher helps in facilitating this process and he structures conditions in
relation to learning in the classroom. The effective teachers have the ability of implementing
the appropriate pedagogy. The learning can be said to be dependent on pedagogical
approaches that are used by the teacher within the classroom (Mann & Walsh, 2017). The
teachers should be able to enjoy the art of the teaching and they should be able to share the
work programs with the children that can help in the modification of experience. My teaching
strengths lie in the fact that I have communication along with the social skills that can help
me in maintaining effective communication with the students of the classroom (Walder et al.,
2017). I have patience along with the tolerance that can help me in managing the difficult
students in the classroom.
I would be able to contribute effectively to the Pre service Teacher Placement as I feel
that I have the social skills that can help me in building a close bond with the students. It can
help in building a proper atmosphere in the classroom that can foster the aspect of the

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learning (Crews & Wilkinson, 2015). The value that I would be adding pertains to the fact
that I have the virtue of patience that can help me in managing diverse kinds of students in
the classroom. It can help in inspiring creativity in the students that can help them in
maximising their abilities.
I would like to gain from my placement in the school community that can help in the
development of my ability of teaching. I think that I would be able to learn about the
classroom management skills that can help in ensuring good behaviour on the part of the
students. It would be able to help me in scheduling the activities that can keep the students
engaged in the classroom. I would be able to learn about the aspect of the supportive criticism
with the help of my placement within the school community (Mann & Walsh, 2017). It can
help me in learning the art of the co-ordination that can help me in communicating effectively
with the other teachers along with the principal.
Part 2
In my opinion, I want to become a teacher so that I can inspire that of the next
generation. I think that as a teacher I can have a great influence on the life of a child. I was
working in Whyalla Kindergarten where I succeeded in making a change in the behaviour of
a child who was not interacting with the other kids. Another moment where I was able to
achieve success as a teacher was in the event of working for Burnside Kindergarten where I
saw that there was no bond among the kids in the classroom. I introduced the element of play
in the classroom that was able to bring the students of the class together. I got a feedback of
A from my Supervising teacher in Whyalla Kindergarten that speaks about the fact that that I
was successful as a teacher. It brings out the fact that I was capable of handling difficult
students in the classroom.

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TEACHING PHILOSOPHY AND RESUME
Part 3
Name
[e-mail]
Professional Profile
Dedicated educational professional who is passionate about contribution to intellectual,
emotional, physical along with the social development of the young children. Enthusiastic
and creative professional who is well-versed in the learning theories and the practice. Capable
of providing the excellent quality of the teaching and instilling care within the energetic team
environment.
Education
University of South Australia
Bachelor Degree in Education (final year 2019)
Gipps Tafe Australia
Diploma of Education Support
Australia Education and Learning Institute
Diploma of Early Childhood Education and Care
Best Chance Training (Australia)
Certificate III in Children’s Services
Monash University (Australia)

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TEACHING PHILOSOPHY AND RESUME
Certificate in Victoria Early Years Learning and Development Framework (EYLF)
Certificate in Supporting Children with Additional Needs in Early Childhood Program
International Baccalaureate Organizations (IBO World School)
Certificate (Level 2) in IB Primary Years Program (Teaching and Learning)
Other Skill/ Certificate
 Responding to the abuse and the neglect
 Ensuring Safe Environment for the Children
 Providing the Emergency First Aid and the Care Setting
 Manual Handling
 Certificate I in Vocational Preparation
 Food Handling
 Driver’s Licence
 DSCI Child Related Employment Screening
 Police Check
 Phonics Development along with the Reading Program
 Computer Skills
 Certificate from Refugee Council of Australia
 Certificate from MARSS Australia Inc
Work History
University of South Australia Work Placement, 2018
Samaritan College (SA) 2017
Elizabeth Vale School (SA) 2018

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TEACHING PHILOSOPHY AND RESUME
 Working in relation to the host school, procedures along with the policies
 Showing evidence of the planning, teaching, reflecting and reflecting in the school
community having a great amount of professionalism according to the guidelines
Whyalla Kindergarten
Position: Support and the Teacher Assistant
 Reporting to the head and responsible for the delivery of learning support function to
the students within the Kindergarten
 Providing the routine support for the teachers along with the educational programs
 Providing a safe environment for the child based on child safe standard
 Performing the routine administrative duties
 Assisting the individual children along with the special needs children
 Providing the emotional care for the children
 Co-ordinating and planning the routine for the children
 Co-ordinating routine operational requirements to that of the school office
 Providing the advice to the school
 Providing support tasks in relation to the school maintenance
 Assisting in the development of the lesson plans on the basis of the state requirement
of Australia along with the special needs of the children
 Collaboration with the teachers in monitoring development of the children
 Understanding the routine of the teachers in delivering the lesson plan and running of
class
 Communicating with the parents and keeping them informed regarding the
development of the children
Burnside Kindergarten, 2019

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TEACHING PHILOSOPHY AND RESUME
Position: Team Leader
The goal of the team leader is to ensure the fact that objectives of the group are met in an
effective manner with a great amount of clear thinking. The leader takes care of the fact that
the outcomes along with the questions have been recorded in an appropriate manner. The
leaders delegate that keeps the members interested in the group.
 Reporting to Head and responsible for delivering learning support function to the
students within the Kindergarten
 Overseeing the high quality of the early childhood curriculum
 Ensuring that the documentation has been maintained that can support the learning of
the children
 Fostering the developing of the individuals by creating a supportive environment
 Collaborating with the educators that can help in maintaining highest possible
standard in relation to the care and the development
 Being engaged in the professional development that can help in ensuring thorough
knowledge in relation to the early childhood education along with the service’s
operation
 Participation in the retreats, conferences and the workshops
 Performing all kinds of duties in an ethical manner by the incorporation of the moral
principles of the honesty along with the trust
 Maintaining confidentiality in relation to all kinds of information
 Maintaining consistency pertaining to mission along with vision of centre
 Participation with the other service staffs within community life by engagement with
the professional and the learning opportunities
Fairview International School (IB World School) Malaysia

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TEACHING PHILOSOPHY AND RESUME
2010-2016
Position: Team Leader in the Pre-Kindergarten
The team leader is responsible for hosting the successful meetings that can help the
organization in meeting the objectives. The team leader oversees the fact that there is high
quality in relation to the early childhood curriculum. The team leader fosters the well-being
along with the development of the individuals by creating a supportive environment.
 Implementing the key policy initiatives within school
 Providing safe environment to the children based on child safe standard
 Providing the standard professional service that is independent within the framework
of the defined organisational parameter
 Delivering IBO curriculum that can help the students in making the connections and
make them think in a critical manner
 Planning and developing the lesson plans, scope along with the sequence
 Providing the routine support tasks in relation to school
 Reporting on the development of the children and identification of the people having
the learning difficulties
 Instructing the students individually and within the groups, adapting the teaching
methods that can help in meeting the varying needs of the children
 Conduction of the parent teacher conference
Stamford American International School
Position: Assistant Teacher
The assistant teacher provides support for that of licensed teacher who is in charge. He is
involved in grading the papers and assists with the record keeping along with the

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administrative work. The assistant teachers have the responsibility of supervising the lunch
rooms along with the study halls.
 Providing the assistance to the teachers in the delivering of the well-sequenced
training along with the learning programs
 Use of the effective verbal along with the non-verbal communication strategies that
can help in supporting the understanding of the children
 Supporting the opportunities for the parent/carer involvement within educative
process
 Supporting the creation of an inclusive environment
 Assisting for providing the workable routine within classroom
 Assisting teacher in maintaining the clear records along with the portfolios for the
development of the students
Personal Interests
Reading, craftwork and the volleyball

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References
Crews, T. B., & Wilkinson, K. (2015). Online quality course design vs. quality teaching:
Aligning quality matters standards to principles for good teaching. The Journal of
Research in Business Education, 57(1), 47.
Jackson, R. R. (2018). Never work harder than your students and other principles of great
teaching. ASCD.
Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching: Research-
based principles and practices. Routledge.
Niemi, H., Toom, A., & Kallioniemi, A. (Eds.). (2016). Miracle of education: The principles
and practices of teaching and learning in Finnish schools. Springer.
Walder, L. O., Cohen, S. I., Breiter, D. E., Daston, P. G., Hirsch, I. S., & Leibowitz, J. M.
(2017). Teaching behavioral principles to parents of disturbed children. In Behavior
Therapy with Children (pp. 382-387). Routledge.