My teaching is based on a constructivistapproach to learning. This approach buildson students’ prior learning and encouragesstudents to make connections betweennew learning and what they already know.My personal journey towards an inquiry approach to learning began withmy involvement in Play centre with my first child. I embraced the adulteducation about learning through play and the adult role of observingchildren and providing the language to add to their understanding.
Put simply, kidwatching islearning to see what’s there andusing that information to createa better classroom.”C Burke, 1991“
I continued my journey as a primary teacher encouragingstudent inquiries into environmental sustainability in New Zealand.My students embraced the inquiries into issues that had meaningand relevance for them and their families.They were building on theirprior knowledge, making meaning and taking action within theircommunity to make a difference.
“At its veryheart,inquiry is allabout thinking –-thinking in orderto makemeaning”- Kath Murdoch, 2012
I make connectionsto real-life situations so thatstudents cantransfer their skills outsidethe classroom.I believe in encouragingstudents to share theirthinking and to developquestions to investigate andevaluate.
Picture slide• Bullet 1• Bullet 2I believe that quality relationships built ontrust and respect between; teachers andstudents, and teachers and parents arevital ingredients for student’s learningAnother important step on my journey was mydiscovery of ‘Choice Theory’ and William Glasser.His ‘psychology of personal freedom’ is a noncontrolling approach to relationships andmanagement.His theory enabled me to understand that people behaveto meet needs and that we are responsible for our own choices.
We almost always havechoices, and the betterthe choice the more wewill be in control of ourlives.William Glasser,2002“”
I believe that qualityrelationships built on trust andrespect between; teachers andstudents, and teachers andparents are vital ingredients forstudent’s learning.
Relationships andinteractions betweenteachers and studentsin the classroom are keyto effective teaching ofMåori students.Russell Bishop and MereBerryman, Te Kotahitangata,2009”“
I believe that all children havea right to quality learning in asupportive environment thattakes account of theirindividual needs.
I believe that it is important torespect students’ cultures and tomake connections to these withinmy classroom and the widerschool environment wheneverpossible.
The International Baccalaureate aims to developinquiring, knowledgeable and caring young people whohelp to create a better and more peaceful world throughintercultural understanding and respect.Making the PYP Happen, 2009”“
Whilst teaching overseas I was privileged to teachmany amazing Third Culture Kids. They areinternationally mobile and can often communicate inmultiple languages howeverthey essentially grow up missing out on part of theirown culture.
The benefits for TCK’sare social but thechallenges arepersonal.If the personalchallenges areaddressed thenpeople can usetheir talents andskills freely.(Betty Lou Pollack, 2001 )“”
It is important that students know why and how they arelearning so that they can make connections and reach deeperlevels of understanding.I believe that effective teaching practice can make amajor difference to student learning outcomes.
As I continue to grow anddevelop, both personallyand professionally, so toodoes my philosophy .