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Joshua Mitchell

I am a graduate of Bachelor of Education specialising in Health and Physical Education

(HPE) with an interest in promoting lifelong physical activity participants. I am a strong
advocate for fostering an all-inclusive and supportive environment regardless of the ability
and skill level of learners (Savolainen, Kokkala & Alasuutari, 2000). I further believe that all
students should be supported to individually develop and achieve self-actualisation through
Physical Education. My capacity to form meaningful relationships with all students is vital to
my role as an effective teacher, built strongly on the foundations of respect and openness to
communicate.
An important aspect of my teaching is to provide all students with a supportive
environment that nurtures growth and development. I stand firm in the belief that all students
have an equal right to learn despite differences in educational needs (Wisconsin Department
of Public Instruction, n.d.). When planning lessons I consider inclusive strategies and use a
demonstrative teaching style (Colorado State university, n.d.) to support intended outcomes
for all students. I encourage necessary changes to equipment, environment and rules
(Lieberman & Houston-Wilson, 2009) to make HPE a positive and inclusive subject. I also
take great personal pride in celebrating and enriching student diversity throughout my
profession and observing all learners transfer skills into lifelong participation.
My desired outcome for each student is to achieve self-actualisation through HPE and
to become lifelong physical activity participants (Tiwari, 2007). I obtain this within my
teaching by utilising Vygotskys Zone of Proximal Development to provide a learning
environment that assists students to continually develop their learning through teacher
support (Peterson, 2010). My role is to develop each students skilled attributes by providing
challenging, yet attainable goals, building on students current competencies to complete new
tasks. My professional involvement with the North Melbourne Football Club has given me
the opportunity to develop childrens attributes in kicking and handballing. I provide cues and

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Joshua Mitchell

allow students to problem solve through their skilled outcomes. This process has fulfilled my
desire in seeing students approach their potential and strive to achieve higher standards.
My capacity to build open and respectful relationships with students demonstrates my
professionalism but also my ability to accept and relate to all students individually. At all
times I make a conscious effort in my teaching to ensure that my relationships with students
fosters a sense of self-worth and belonging, with my intention to see an increased
participation in learning tasks and behavioural outcomes (Liberante, 2012). Engaging
students in fun, age appropriate activies and verbal interactions on my practicum (Colleague
Teacher, personal communication, 2015) has greatly influenced my effectiveness and prompt
nature in developing successful working relationships with students. These strategies have
given me the ability to lead groups effectively (Colleague Teacher, personal communication,
2013) with respect of students, but also with the openness for learners to pursue conversation
without hesitation.
My passion as a teacher is firmly driven to promote lifelong physical activity
participants. I strive to develop confidence and skilled attributes within students to promote
self-actualisation. My desire is to embrace all children equally through positive relationships
in an all-inclusive environment.

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Joshua Mitchell

References
Colorado State University. (n.d.). What is Your Teaching Style? Retrieved from
http://biz.colostate.edu/mti/tips/pages/WhatisYourTeachingStyle.aspx
Liberante, L. (2012). The importance of teacherstudent relationships, as explored through
the lens of the NSW Quality Teaching Model. Journal of Student Engagement:
Education matters, 2(1), 2-9. Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1008&context=jseem
Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for Inclusion: A Handbook for
Physical Educators. Retrieved from https://books.google.com.au/books?
id=0_MZRgERy2YC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=o
nepage&q&f=false
Peterson, C. C. (2010). Looking Forward Through the Lifespan - Development
Psychology (5th ed.). Frenchs Forest, Australia: Pearson Australia.
Savolainen, H., Kokkala, H., & Alasuutari, H. (2000). Meeting Special and Diverse
Educational Needs Making Inclusive Education a Reality. Retrieved from
http://www.uam.es/personal_pdi/psicologia/agonzale/2006/Libros/MeetingNeedspdf.p
df#page=19
Tiwari, S. R. (2007). Health And Physical Education. Retrieved from
https://books.google.com.au/books?
id=eRvCFsXSJiQC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=one
page&q&f=false
Wisconsin Department of Public Instruction. (n.d.). Guiding Principle 1: Every student has
the right to learn. Retrieved from
http://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles1.pdf

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