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When faced with the task of writing my teaching philosophy I took some time to reflect on my educational touchstones. These include my personal experiences as a student as well as experiences gained in my role as a Learning Support Teaching Assistant.

Firstly, I believe in adopting a personalised but professional approach with my students. Making the effort to build a relationship with each individual will motivate them to increase their effort levels during lesson time. This coupled with positive praise promotes better standards of behaviour. In relation to fostering student-teacher relationships Ellis and Tod (2011) wrote that ‘good teacher–pupil relationships are crucial to the development of an effective learning environment’. Throughout my childhood I attended weekly singing lessons. At the beginning of each lesson my teacher always took the time to ask how my day was and at the end she would always talk about my interests outside of singing. This personalised communication meant that I always left the lessons feeling valued. This motivated me to practise in my own time and work harder in future lessons.

In addition, I believe in the importance of setting high expectations and establishing regular routines within my lessons from the outset. This ensures that the children know exactly what is expected of them in each lesson which gives them the opportunity to develop self-control. As a teenager I was a member of the Hertfordshire County Youth Choir. Throughout the year we performed at various events and concerts which required us to attend regular rehearsals. Our conductor had extremely high standards and would make the whole group sing a single bar over and over again until it was perfect. At times my peers and I found this frustrating. However, it gave me the opportunity to develop resilience and set high expectations for myself. Furthermore, I believe that inclusion of all students within the classroom is vitality important to their levels of progress. Prior to beginning my teacher training I was working as a Learning Support Teaching Assistant. It was during this role that I realised the importance of inclusion. I have seen first hand how children with one to one support can feel isolated and separated from their peers. Although the child may be receiving bespoke resources and making academic progress, if they are not fully included within the class it can have a detrimental effect on their social skills and friendships, as well as the possibility of leading to them being bullied. In a recent journal, Webster (2019) quoted Baroness Warnock who said that ‘it is important to include every child in the fold of true teaching, as required for a flourishing life’. As an educator I wish to have a truly inclusive classroom in which every child within my care is given the opportunity to make progress during every lesson, no matter their ability or additional learning needs.

Above, I have outlined my teaching philosophy as it stands. However, I understand that as I develop my teaching practise my philosophy will develop and evolve too, in response to pedagogical ideas, new experiences and professional development opportunities.

References:

Ellis, S. and Tod, J., 2018. Behaviour For Learning : Promoting Positive Relationships In The Classroom. 2nd ed. London: Routledge, p.73.

Webster, R., 2019. Including Children And Young People With Special Educational Needs And Disabilities In Learning And Life. 1st ed. London: Routledge, p.69