Peter Curtis has over 16 years of experience in teaching and is passionate about creating engaging learning environments for students. He has taught students from preschool to year 6 and has experience establishing new programs. He believes that good relationships, play-based learning, and inquiry approaches help students learn best. He is committed to continuous learning and professional development to strengthen his skills in differentiated instruction and restorative practices.
Banbury Crossroads Independent School is a school based on the “Open Education” or “Integrated Day“ method, which originated in the Modern British Infant Schools. It began in 1979 and we are celebrating our 30th year.
Banbury Crossroads is located in Calgary, Alberta, Canada and we are online at www.banburycrossroads.com.
The Teaching Creed encompasses the personal philosophy of everyone in the team, and it is based on professional and ethical practices for educating exceptional learners.
Banbury Crossroads Independent School is a school based on the “Open Education” or “Integrated Day“ method, which originated in the Modern British Infant Schools. It began in 1979 and we are celebrating our 30th year.
Banbury Crossroads is located in Calgary, Alberta, Canada and we are online at www.banburycrossroads.com.
The Teaching Creed encompasses the personal philosophy of everyone in the team, and it is based on professional and ethical practices for educating exceptional learners.
Live your passion
If we think it, believe it, we can make it happen. It is better to challenge our thinking, than stay within our comfort zone and keep with the status quo. Many people say “Think outside the box.” I say, “Move away from the box!” There are endless opportunities if we challenge ourselves to travel off the well-trodden path.
Proxecto elaborado polo alumnado de Física dos cursos 3º A, B e D, dentro do Proxecto Documental Integrado "Descubrimentos e Inventos", coordinado pola biblioteca do IES Castro Alobre (curso 2016-2017)
The Monterey Bay Aquarium's Seafood Watch Program: Promoting Ethical ConsumptionSustainable Brands
Jim Hekkers of the Monterey Bay Aquarium discusses the Seafood Watch program, an educational initiative to empower consumers and businesses to make sustainable choices for healthy oceans. It started as an exhibit along with food service menu recommendations, husbandry feed changes, and developed into a guide following member requests. Jim explains with graphs and data how dramatically the biomass of table fish has fallen in just 100 years, the percentage of seafood imports in the U.S., how the guide's recommendation categories work, assessment criteria for capture fisheries and aquaculture, the guide's distribution, partners, and corporate relationships with food service companies, retailers, and suppliers.
Live your passion
If we think it, believe it, we can make it happen. It is better to challenge our thinking, than stay within our comfort zone and keep with the status quo. Many people say “Think outside the box.” I say, “Move away from the box!” There are endless opportunities if we challenge ourselves to travel off the well-trodden path.
Proxecto elaborado polo alumnado de Física dos cursos 3º A, B e D, dentro do Proxecto Documental Integrado "Descubrimentos e Inventos", coordinado pola biblioteca do IES Castro Alobre (curso 2016-2017)
The Monterey Bay Aquarium's Seafood Watch Program: Promoting Ethical ConsumptionSustainable Brands
Jim Hekkers of the Monterey Bay Aquarium discusses the Seafood Watch program, an educational initiative to empower consumers and businesses to make sustainable choices for healthy oceans. It started as an exhibit along with food service menu recommendations, husbandry feed changes, and developed into a guide following member requests. Jim explains with graphs and data how dramatically the biomass of table fish has fallen in just 100 years, the percentage of seafood imports in the U.S., how the guide's recommendation categories work, assessment criteria for capture fisheries and aquaculture, the guide's distribution, partners, and corporate relationships with food service companies, retailers, and suppliers.
Rob Beckley QPM: Are the police equipped to face the demands?CSSaunders
Presentation by Rob Beckley QPM, Chief Operating Officer - College of Policing at the Police Foundation's conference 'Policing and protecting vulnerability' 5 November 2015.
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Pashupalan Varta is a monthly Hindi news paper, dedicated to the publication of articles/news in Hindi, Which brings awareness on most happening things in dairy industry across the country and educates dairy farmer with right guidance from veterinarians.
Glimpse on November 2010 issue:
1.Bharat me pashu khadeya samasya or usaka samadhan.
2. Dudh duhane ka uachit tarika kya hai.
3. Kisano ke liye chara utpadan ki taknik.
4.Pashuo me gilti rog nidan avam bachav.
5.Bakari ka jivan chakra.
6.Shit ritu me gouvanshanshiy pashuo me hone wale parjivi rog.
7. Farmer interview
8. Navmber mah me dhudharu pashuo ko savasth or aavashayak banaye rakhane ke liye aavayak jankari
This document is a marketing plan of a jam product. It was prepared in the context of the current market situation. As it was a university paper, I encourage you to take some ideas from here.
Café marita 3.0 melhor apresentação 2017 aloisio borgesAloisio Borges
Apresentação Detalhada com treinamento de projeção de ganhos extraordinários. Única empresa em que os Pedidos de Saques são DIÁRIOS e Múltiplos Pedidos de Saques ao dia. Chame todo mundo antes que todo mundo chame você.
Best Online School with International Curriculum | Dreamtime Learning SchoolListingDL
Dreamtime Learning School is the best online school that offers pre-primary, primary and middle school education online. We are a registered online Cambridge International School.
Lina Ashar is a visionary educator, dedicated to inspiring children and creating a world of abundance. Lina founded Billabong High and Kangaroo Kids with a learner-centric approach that combines a research-based curriculum with practical application
Implementing Developmentally Appropriate Learning Experiences for Secondary S...iosrjce
Teacher preparation emphasizes application of foundational issues anchored in psychological,
sociological and philosophical underpinnings. With such knowledge, teachers are expected to effectively
organise the learning experiences of children accordingly. This study, therefore, sought to find out to what
extend in-service teachers were able to organise learning experiences that are developmentally appropriate.
The mixed methods approach guided this study, as it was informed by both the positivist and interpretivist
paradigms which acted as lenses through which we viewed this study. Questionnaires, interviews and class
observations were the methods used as data collecting tools. Twenty participants (13 females, 7 males), were
purposively selected from Gweru urban secondary schools of Zimbabwe. It was noted that teachers are not able
to implement Developmentally Appropriate Practices (DAP) for various reasons ranging from heavy teaching
loads, big classes, low teaching motivation, inadequate DAP knowledge among others. In the midst of other
recommendations, it was highlighted that parents were to meaningfully interact with schools to bridge the gap
between the home and the school, notwithstanding challenges facing the teacher which require the urgency
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Running Head MY PHILOSOPHY OF TEACHING 1My Pe.docxtoltonkendal
Running Head: MY PHILOSOPHY OF TEACHING 1
My Personal Philosophy of Teaching
Introduction
Education is a continuous process that accompanies and goes through the whole life of man, where the role of the teacher is to help the student to do himself. So; education as a frames process is very complex, because it seeks nursing students to be realized as human beings, which implies stimulating their freedom and autonomy while respecting the other; Encouraging him to learn the culture to which they have come, awakening their ability to communicate, respect and internalize the values so that with freedom to reach, participate critically and innovatively in new cultural realizations. Part of my philosophy is to promote in my students the value and individual ability for self-realization through reasoning.
My goal is to develop a critical, whole, and accomplished human being. To achieve my goal, I encourage my students to talk about their experiences and direct situations; since knowledge develops in an affective framework, of values; responds to the needs and interests of the student and therefore learning is developed from the perception of the student, in accordance with their experiences and experiences.
As an educator, I know learning can only be made successful by both instructor and learners. Being an instructor, I will serve my role of making my student get the nursing context in which they can understand the motivation of decisions made by those nursing figures and they can critically evaluate those motivations as well as getting the real essence of actions taken when they synthesize the event themselves. I always want my learners to know that emotionally and intellectually their daily life is as the result of events which were created by normal human being like themselves whom maybe in their mind come across of implications or even foresee result of their actions.
It is always my joy to make my learners understand that what they are currently learning is because of those events that have been developed by others and that have shaped the nursing career, to make sure they can handle consciously this event whenever they leave my classroom. My priority is to draw the picture of conversion between nursing and nursing actors those are being studied by my students. I make sure also dialog arising in the class as the reaction of my teaching is conducted in a mutual respect, tolerance of diversified opinions and safe atmosphere to make sure that any candid dialogs of most uncomfortable topics are discussed. Nursing has evolved over a long time and thus it is my desire that my students understand the various nursing contexts that have been carried on from time to time and which have shaped the nursing culture today.
As an instructor, I use varied methods of teachings to ensure that discussions and interactions are encouraging and do not create monotonous feeling to my learners. One ...
Why Schools Matter: Exploring the Impact of Education on Children's Livesmoeenali5423
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2016 peter curtis statement of claims 1
1. Peter Curtis Statement of Claims
I want to make a positive difference in student’s lives. Now in my sixteenth year of teaching I
have worked in a variety of different but equally fascinating jobs; the first as a sailor and
photographer in the RAN; then amongst others, the community arts sector; and lastly as a
professional cook. Travelling to Spain and learning the language, my mature-age entry into
university and then school teaching, are all experiences that continue to open up to worlds of hope
and possibilities. The struggle to learn I understand; reflecting on my own very ordinary, and
somewhat neglectful school experience. In my life I have associated with many and diverse people,
and then meeting the challenges of university study, these are experiences that have given me
useful insights into learning that I will always draw on in my teaching. I continue to be an active and
engaged learner having completed a Graduate certificate in Early Childhood Education, and I am
currently completing a Graduate certificate in TESOL. My love of language, and literacy, and my
studies in EALD, are key areas of my professional engagement, while early childhood development
and education is also equally a passion.
Good, trusting relationships are a prerequisite for learning productively together in the classroom
and as a school. Schools are a community, and education is a reciprocal partnership between
teachers and students, and parents and carers who are vital to this partnership. Education opens up
and expands the worlds in which to learn and think. Our desire to know, ask questions, and seek
answers underlies the key purpose of all learning. Good schools support productive classroom
environments, which along with our awareness of a student’s personal needs, provide the essential
conditions for creating spaces where strong learning relationships can flourish.
My preschool and early childhood practice is influenced by Reggio Emilia’s theory and
practice, which are in accord with intentions of EYLF, as too the play-based ‘Walker Approach’, and
Vygotsky’s theory, the Zone of Proximal Development. Kath Murdoch’s inquiry approach has always
informed my teaching, as have many others too who work in this tradition. I am also an enthusiastic
advocate and practitioner of Philosophy with Children, a method that privileges oracy and dialogue
to develop deeper, critical and caring thinking.
The presence of the students’ voices are critical for developing good learning habits, and we learn
these best when we are the subjects central to creating a learning community. It is these needs that
inform our purpose. In such a community we can co-construct with students the understanding
that productive learning encourages dispositions that can assist them to self-regulate, and work
independently and cooperatively. In this context I believe restorative practices support a
framework, or approach, that enables and encourages intrinsic motivation, which is a self-critical
and reflexive attitude for both students and teachers, and thereby too, avoiding an over reliance on
extrinsic rewards and punishment.
Education from the early years and beyond is about creating imaginative and stimulating
places to develop our minds; so that we may all have a rich intellectual life. Intellectual activity and
learning is driven by curiosity; every child wants to know why? Learning and teaching is a
reciprocal relationship, a dialogue with students, their peers, and their teachers. Students bring to
school their experiences, beliefs, and knowledge, and we need to take account of these external
influences. We are at school for only ten percent of any one year, we need to think and consider
carefully how this precious time is used.
Motivation to learn is driven by meaning and purpose; stimuli, problems, puzzles, these all provide
the ground for expressing ideas, exploring possibilities, and understanding and taking-on different
points of view. We read, write, make, draw and paint when we have something we want to say.
Relationships are essential to appreciating and using student’s experiences to assist us in
differentiating learning and teaching. Holistically understood, learning and teaching for diverse
needs acknowledges that different experiences spark different ideas and ways of thinking, and
acting and behaving. ‘Stronger Smarter’ (http://strongersmarter.com.au/) and ‘8-ways’ aboriginal
pedagogy have provided me with other ways for thinking about and applying differentiated
approaches (http://8ways.wikispaces.com/home). Aboriginal and Torres Strait Islander history,
and our settler history, is an aspect of learning and teaching that needs to be continually redressed.
2. Peter Curtis Statement of Claims
The natural and human environments, the arts, and sciences provide rich content, which I
endeavour to include in student’s literacy, numeracy, and imaginative play. As a practitioner of
Philosophy in School I encourage the skills of respectful dialogue between the students themselves,
and myself. Associated skills of speaking, listening, and thinking are critical, and support students’
further engagement with literacy and numeracy, learning to be a learner, and thinking about their
thinking.
A classroom that enables the exploration of materials, shared experiences, and values children’s
ideas and interests is how trusting relationships are made. Learning is a matter of cognition and
skill acquisition, and of skill strengthening and improvement. Play-based learning, inquiry,
investigations, and projects, emerge out of curiosity and sociability. Inquiring approaches to
learning and teaching provide new opportunities for constructing knowledge, connections and
relationships. I regard myself as a co-inquirer working with students, clarifying our thoughts, and
finding out more through further research. This research unfolds as students and adults share
experiences, questions, and knowledge. By seeking ‘experts’ - peers and adults alike, we extend our
knowledge together.
We are the authoritative adults and our thoughtful judgments are critical to the process of
learning and assessment. Who, what, and how we assess is intimately linked to what we believe is
the purpose of education. For example, formative assessment -FOR and AS learning - is integral to
inquiry processes. Students’ and teachers’ should be engaging continually in reflection, and
feedback on what we do when we are learning and teaching, and understanding how these
processes can enrich formative assessment, and quality summative assessment tasks.
When planning for probability and possibilities, I aim to construct genuine connections
between the student’s interests and the area, or topic of study. Considering also, the relevant skills
relating to inquiry processes; reasoning; planning and organisation of information; and the
translation and transformation of new knowledge. Student learning is intimately connected to their
social and emotional needs and best met by engaging with the restorative process; philosophy
allows for deepening the learning intentions that sit in front of psychological concepts such as
habits of mind, and a growth mindset. Learning to explain, to predict, and identify cause and effect,
or coincidence, means and ends, and limits and consequences are complex developmental
proficiencies that can only be realised with the full voice of all those in engaged in the life of a
school. A humanist education is understood holistically, and is the means to meeting the social and
democratic expectations of the school, and the society, and our diverse communities.
My work ethic is driven by my belief that schools can be truly responsive to the needs of
students. Innovation and transformation require us to take risks, ask difficult questions, to be
willing to consider, and reconsider. I have had many different teaching experiences which I believe
has made me into an intuitive, innovative, flexible and responsive practitioner. I have taught every
year level from preschool to Year-6. Most recently, at Namadgi School, I was one of a wonderful
team that established the preschool including an off-site campus. I taught, and lead a play-based
program here for three years. I have taught science to students in the primary LSU, and now I teach
150 students across Years-3 to 5 in the kitchen garden, and work to make connections to related
chemistry and biology concepts, and as well, the meaning of biodiversity and sustainability. I take
extension Philosophy with a Kindergarten and Year-2 group, and with a group of Year-3 to 5. I teach
Spanish language as an elective.
I have demonstrated my ability to organise and develop infrastructure and programs. In the
last five years at Namadgi School I have established the garden and outdoor learning spaces in the
preschool. I continue to develop, and manage the Stephanie Alexander Kitchen Garden Program. I
successfully initiated the appeal to our school community for support of the program by donating
the means to run a kitchen and garden. I have developed a Science Scope and Sequence from the
Australian Curriculum that corresponds with the activities of the kitchen and garden. I passionately
believe that a community kitchen garden, involving and evolving from the community, helps the
school’s development, and our outreach, and as well, nourishing the community.
3. Peter Curtis Statement of Claims
I have developed a framework for an action research project that I would like to pursue;
questioning and researching into how we can further develop students’ self-understanding as
learners, and further engaging students, and parents, in their learning by using a restorative
practices approach. I am interested in exploring my idea of ‘restorative counselling’ for developing
differentiated and engaging teaching and learning.
I know I can make a valuable contribution to your school’s objectives, by contributing productively
to teaching teams and the school community. A school where we can all learn, grow, and be happy.