Personal Philosophy

I believe learning occurs best when the environment is safe, supportive and encouraging
[APST: 4]. I believe that learning is enhanced when students believe in their own potential, in
classrooms that stimulate confidence and motivation. An environment that respects
individualism by nurturing and appreciating unique learning needs, is key to students feeling
secure and valued [APST: 1.5]. Meaningful lessons that are worthwhile and relevant is of
significant importance to enriching learning and engaging students.

My role as a teacher is to facilitate learning and inclusivity [APST: 4.1]. Being positive,
enthusiastic and optimistic is essential for me to motivate students to be eager and driven
learners who always try their best and take pride in their work and accomplishments. I am
committed to being educated with up-to-date knowledge [APST: 2.1] and delivering content
material with accuracy and confidence. I hold dedication to student learning to be of the
upmost importance, and believe in exhibiting this through all my actions, including
connecting and communicating with parents and guardians to optimise student learning
[APST: 3.7, 7.3].

It is my goal for students to become critical thinkers that have the ability to comprehend
content knowledge, and problem solvers who have depth in their understanding. Critical
thinking and problem solving are attributes that allow for the fulfilment of curriculum
standards, whilst also being life-long attributes that students will be able to use throughout
the duration of their lives. To develop these skills, students need to be provided with learning
opportunities that are thought-provoking and challenging, as well as invigorating [APST: 3.1,
3.2, 3.3]. It is also my goal for students to gain social skills, such as self-confidence and
ethical conduct, through targeted classroom activities in addition to modelled behaviour from
myself, to prepare every student to be functional and respected members of society.

The multiple dimensions that make up my beliefs on learning and teaching are translated into
practice by always providing positive feedback on learning to students to build their self-
esteem[APST: 5.2], as well as accepting and acknowledging every student by recognising and
appreciating unique characteristics, culture and interests [APST: 1.1]. I need to respect
individual learning needs by being aware of every students unique capabilities and struggles,
as well as by recognising progress and growth and when additional support is needed [APST:
1.1]. As I believe students are active participants in their own learning, a Constructivist
approach is adopted in the classroom with hands-on learning a focal point in activities
[APST: 1.2]. This includes providing opportunities for students to be creative, logical and
strategic through exploration, manipulation and experimentation of topic content [APST:
3.3].

Being reflective is key to ensuring I am fulfilling the Australian Professional Teaching

Standards and that my goals are being achieved [APST: 6.1, 6.2]. It is fundamental to
identifying professional learning needs and safeguarding that I am always continually
improving my practice to provide the best learning experiences for my students.