my education philosophy

Philosophical purpose of my teaching

By Pindeniya Senevirathne

My teaching philosophy

• In the heart of my teaching philosophy lies creating a classroom that the children would be happy to be in.

• A good rapport between the students and myself, cultivating a positive teacher-student relationship, making the students enthusiastic about their learning, and developing them as confident and independent citizens with a good moral foundation, are the pillars of my teaching philosophy.

Graphic representation of my teaching philosophy

Good Rapport

Positive Relationship

Creating a classroom that children are happy to be in

Areas of expertise I need to cultivate in myself as a teacher in order to execute each of the five components of my teaching philosophy

Expertise in making the classroom a memorable

place for the students, by associating it with happy

experiences.

Creating a classroom that the

children are happy to be

in

Expertise in excellent

interpersonal skills.

Positive Relationshi

p

Good Rapport

Genuine interest about students

Honest and constructive communication

Respecting each other

Sense of humour

Emotional intelligence

Knowledge about adolescent mental, emotional, social and physical development

About Respect… A wise man once said….

Expertise in

effective teaching

methodologies that makes

learning fun

Making enthusia

stic about

learning them

pedagogy

pedagogical content knowledge / pedagogical

content technical knowledge

Creating a student centred classroom

Catering for wide range of leaners

Making the students curious, hand on and

responsible for acquiring knowledge

Our expertise in teaching is the powerful tool given to us to shape tomorrow’s destiny

Expertise in

developing confidence, independen

ce and moral

values in children

Developing

them as confiden

t indepen

dent citizens with a good moral

foundation

Modelling expected behaviour

Explicit teaching of morals

Promoting respect in the

classroom

Promoting confidence and independence

building activities in the

classroom

Providing / guiding towards extra curricular

activities to build confidence and independence

Something to Think about..…

Conclusion

• My teaching philosophy is multi dimensional and each dimension represents an area that is meaningful for me to develop and improve on in becoming the best version of my professional and personal self.

• Each of the dimensions of my teaching philosophy feeds on a key skill that I call ‘area of expertise.’

• Each area of expertise is multi faceted and is made up of collaboration of several primary skills intervened together.

Remember….

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ReferencesLoughran, J. (2010). What expert teachers do. London: Routledge.

Mayer, G., Mitchell, L., Clementi, T., Clement-Robertson, E., Myatt, R., & Bullara, D. (1993). A Dropout Prevention Program for At-Risk High School Students: Emphasizing Consulting to Promote Positive Classroom Climates. Education And Treatment Of Children, 16(2), 135-146.

McCarthy, B. (1997). A Tale of Four Learners: 4MAT's Learning Styles, Educational Leadership, 54 (6), 46-51.

ReferencesSchools — The Resilience Project. (2016). The Resilience Project. Retrieved 22 August 2016, from http://theresilienceproject.com.au/schools

Seligman, M., Ernst, R., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review Of Education, 35(3), 293-311. http://dx.doi.org/10.1080/03054980902934563

Sternberg, R. & Horvath, J. (1999). Tacit knowledge in professional practice. Mahwah, N.J.: L. Erlbaum.

Wubbles, T. (1997). Paying Attention to Relationships. (2016). Educational Leadership, 54(7), 82-86.

Thank You!