Learning Environment
As a teacher, I am committed to providing a learning environment that is welcoming, engaging, fun, interesting, hands-on and incorporates current teaching methodologies. I promote this style of learning through a variety of learning situations, including individual, partner and group work, using a constructivist approach.
Well Being
During my teaching experiences I have demonstrated a high level of competence and effectiveness in my teaching practice. I use a variety of different strategies and teaching methodologies to enhance the student learner and create a warm, safe environment for children to succeed, take risks and be challenged. I believe that positive relationships with children are enhanced when classroom practices are inclusive of all children.
As teachers it is our duty to provide a safe environment, where children have a sense of belonging and are willing to take risks. I believe that social skills are an integral and vital part of any Classroom. Just as children are given the opportunities to develop skills in the area of numeracy and literacy, they also need experiences that support their social development and wellbeing. In order for students to develop social competence, they need to be encouraged to learn and practice independence, resilience and problem solving.
In my teaching experience I incorporated Program Achieve in my classroom. This program is a fantastic and easy way for the children to follow and understand. Teachers and students use the Catastrophe Scale, Emotional Thermometer. The benefits of having a program with a common language can be seen in the classroom and yard which makes for a happy and safe environment.
During my teaching experience at student at St Francis of Assisi asked if I would take on the role of a mentor as he required some support and guidance. I believe a mentor is a trustworthy person who is a positive role model to others and can provide emotional guidance and a sense of continuity and stability to a mentee.
While working as a year 5 teacher at St Francis of Assisi I had the privilege of supporting a student in my class with leukaemia. I was approached by the Ronald McDonald Foundation to continue my support with this particular student as a tutor, mentor and support person.
As teachers it is our duty to provide a safe environment, where children have a sense of belonging and are willing to take risks. I believe that social skills are an integral and vital part of any Classroom. Just as children are given the opportunities to develop skills in the area of numeracy and literacy, they also need experiences that support their social development and wellbeing. In order for students to develop social competence, they need to be encouraged to learn and practice independence, resilience and problem solving.
In my teaching experience I incorporated Program Achieve in my classroom. This program is a fantastic and easy way for the children to follow and understand. Teachers and students use the Catastrophe Scale, Emotional Thermometer. The benefits of having a program with a common language can be seen in the classroom and yard which makes for a happy and safe environment.
During my teaching experience at student at St Francis of Assisi asked if I would take on the role of a mentor as he required some support and guidance. I believe a mentor is a trustworthy person who is a positive role model to others and can provide emotional guidance and a sense of continuity and stability to a mentee.
While working as a year 5 teacher at St Francis of Assisi I had the privilege of supporting a student in my class with leukaemia. I was approached by the Ronald McDonald Foundation to continue my support with this particular student as a tutor, mentor and support person.
Positive Relationships
As a teacher we are required to communicate effectively with colleagues, students and parents. I value this three way partnership as a key component in the development of each child. I believe that it is important to be approachable, flexible and to create a warm and welcoming classroom environment where anyone who enters feels comfortable and valued. I enjoy developing working relationships with students, parents, staff and the wider school community. In my career to date I have:
- Maintained an open door approach, where all are welcome in the classroom to contribute positively and express any concerns.
- Been proactive in my communication with students, parents and colleagues as well as being open to providing time for discussions.
- Involving parents in the learning programs by providing opportunities where parents are welcome to help with an activity, view their child’s work and listen to student presentations about what is being learnt in the classroom.
- Provide time to meets with parents, colleagues and students both informally and formally during unscheduled, scheduled and designated interviews.
- Was part of the Social Committee, which allowed me to plan events for staff and the wider community enabling me to further strengthen my relationships with both colleagues and parents.
- Joined The Inclusive Committee at SFOA organizing, informal social events to develop connectedness amongst families.
- Set up a website class where parents are kept up to date with any events and issues and are able to follow the progress of their child through summaries of activities, photos and samples of work.
- Given my email address to all families at the beginning of the year as a quick and on-going form of communication
Behaviour Managment
Teachers are role models for their students all day, every day, so I ensure that I model positive behaviour and discuss it with my students. This helps me create a positive environment where students feel safe and cared for, where they can develop behavioural skills they will use the rest of their lives.
I believe that promoting, modeling, disucssing School Values
I believe that promoting, modeling, disucssing School Values
Reggio Emilia
Reggio values each child as strong, capable, resilient and full of wonder and awe. It believes that each child brings their own curiosity and individuality to the classroom
The Fundamental Principals
The Fundamental Principals
- Children are capable at constructing their own learning
- Allowing chillden to understand the world around them
- Allow children to interact with others
- Having a neat, welcoming, learning environment free from clutter with natural light and a sense of openness
- It is the teachers role to observe, mentor and listen to children’s stories and questions and provide them with rich learning experiences
- Provide opportunities for children to choose many different ways to show their understanding and creativity.
- An emphasise on hand-on discovery