Welcome to the WJETT blog

The best teachers are those who show you where to look, but don’t tell you what to see (Trenfor, n.k.). I saved this quote long before deciding to become a teacher. On reflection, I believe this will help shape my approach to teaching. Sparking curiosity in children is something that drives their natural interest and wonder with the world. Additionally, providing children the opportunity to discover the answers and satisfy their own curiosity, will help develop their problem-solving skills and become critical inquirers.

Having spent the last 15 years in the corporate world, my philosophy doesn’t yet come from classroom experience. However, being in a senior role, I observed the best performing team members were the ones who were highly agile. Furthermore, at industry conferences, I witnessed a recurring theme of the importance to learn, unlearn and relearn and even a sense of panic for the speed things are changing. Therefore, a key part of my teaching philosophy in helping best prepare children for the future, will be setting high expectations, that help to motivate and challenge, while at the same time helping to instil a growth mindset. “The best gift we can give children is to teach them to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning” (Dweck, 2012. p270).

This leads nicely onto character education. Whilst parents are the primary educators of their children’s character, empirical research tells us that parents want all adults who have contact with their children to contribute to such education, especially their children’s teachers (The Jubilee Centre for Character & Virtues, 2017). Elementary teaching is more than teaching subject knowledge and should contribute to growing the character of the child. Aligned with this ethos, my placement school is a Virtues Project School which strongly resonates with me. The ethos, values and principles are based on the Five Cores Principles of Lasallian Schools. As a practising teacher in the school, I am helping to define the school experience for the children I teach, instilling these virtues, whilst creating an environment where the children grow and develop in a safe and nurturing community.

As part of my teaching journey, I have begun working at a forest school, which resonates with my beliefs for how children learn and grow. It focuses on the wellbeing of the child, combining holistic development and the great outdoors, resulting in creative, independent and resilient life-long learners. This ethos aligns with my outlined philosophy, such as inquiry focused learning, problem solving development, as well as taking place in nature, which supports the development of a relationship with the child and the natural world. Although these principles cannot be translated directly into a traditional classroom environment, I believe many elements will carry with me. I will aim to make my classroom an interactive learning environment, with simulating, well planned lessons that encourage child-led thinking, group work and inquiry-based learning.

The huge privileges teachers hold that impact on children's learning and character shouldn’t be taken lightly. As a teacher at the beginning of my journey, I am certain my teaching philosophy will change and that’s a good thing. It will show how I have learnt and progressed in my teaching practice.  

References

Dweck, C. (2012) Mindset: How you can fulfil your potential. London: Robinson.

Jubilee Centre for Character and Virtues(2017). A Framework for Character Education in Schools[online]. Available from: https://www.jubileecentre.ac.uk/527/character-education/frameworkLink opens in a new window. Accessed 29 October 2020). Trenfor, K . (n.k.) [no bio]