My teaching philosophy will constantly be developed and challenged, however I must begin

by reflecting upon my personal beliefs, values and tacit knowledge that will ultimately
influence the way in which I conduct myself as a teacher. I dedicate myself to lifelong
learning and reflexivity to deliver my best as a teacher and role model. By having a student
centred pedagogy, powered by growth mindset, inclusion and the incorporation of
Information, Communication Technology (ICT), students will be gaining many integral keys
to accessing a healthy, positive education and future.
Firstly, my philosophy hinges upon my belief that education must be student centred. I have a
strong sense of empathy and care for people and believe that every child has the right to a
healthy, positive life and education. Article 26 of the human rights act states that everybody
has the right to education that promotes understanding, tolerance, friendship, respect and the
full development of personality ("Universal Declaration of Human Rights", 2017). As
students spend the majority of their days at school, I aim to daily engage all students in a
safe, respectful environment and to draw out their best, regardless of backgrounds,
opportunities, values and beliefs. Thus giving students the intellectual and social keys they
require for a healthy wellbeing and positive impact in society. In my classroom, students will
also be given the keys to take responsibility for their own learning.

Secondly, my students are encouraged to be agents of their own learning through the
facilitation of a growth mindset. It is my priority to assure students that they are able to
successfully learn through altered thinking patterns about their strengths and abilities. By
focusing on effort and learning rather than success or failure, growth mindset provides an,
alternative framework in which effort is expected and enjoyed, and setbacks are informative
and challenging. (Bates, 2017)

In order for students to take this initiative, clear expectations and boundaries are necessary,
early in the teacher student relationship, which will impact upon classroom engagement and
management. These include the understanding that it is not wrong to make mistakes but that
mistakes are simply an indication of missing information. Students will use challenges to
grow and move on to new experiences. Therefore, quitting, feelings of inadequacy and
exclusion of any kind are discouraged in my classroom

Thirdly, inclusion of all students into the learning environment is a priority. I understand that
diversity is not optional within education and must not be seen as a hindrance or limitation to
be dismissed. Each student has unique learning needs and particular students have diverse
learning needs, therefore I aim to deliver altered activities, assessment and classroom
structure to support students needs. I aspire to build upon my knowledge of catering for these
needs to the best of my ability over the course of my career. I will do this through
collaboration with students, teachers, parents and the community as a significant part of your
professional knowledge and capacity to teach all students derives from the central role of
teaching and learning relationshipswith students, other teachers and community groups.
(Churchill et al, 2013). Such collaboration will have profound impacts upon every students
learning success. The incorporation of ICT in teaching, learning and assessment will also
have similar impacts.

Lastly, as computer technologies are considered the new language of the world, they have the
capabilities to impact upon students immediate learning, as well as future accomplishments.
The integration of ICT capabilities in teaching, learning and assessment in NSW syllabuses
can lead to enhanced outcomes for students (NSW, 2017). Therefore I aim to successfully
incorporate ICT across key learning areas (KLAs) and facilitate the ability to navigate
technological advances through teaching, learning and assessment. This will impact students
futures far beyond the classroom, which is inturn my ultimate goal.
Having a strong concern for the wellbeing of young people and their ability to achieve
success through their mindsets, inclusion and the incorporation of Information,
Communication Technology (ICT) represents the type of teacher I aim to be and the
philosophy I stand by going forth into my teaching career.

Throughout this philosophy, numerous Australian Professional Standards for Teachers

(APST) have been highlighted and are interrelated. However, the core standards that are
covered are as follows. The care and knowledge of students, as well as growth mindset, aligns
with APST 1.1 Physical, social and intellectual development and characteristics of
students. Knowing the abilities, rights and physical and intellectual development of my
students will allow me to deliver appropriate and effective lessons. Diverse learning needs are
covered through APST 1.5 Differentiate teaching to meet the specific learning needs of
students across the full range of abilities. Increasing my understanding of differentiation
strategies will allow an environment of positive participation. Finally, facilitating ICT aligns
with APST 2.6 Information and Communication Technology (ICT), providing enhanced
curriculum learning opportunities, achievement and assessment (Australian Professional
Standards for Teachers [APST], 2011).
Reference List

Australian Professional Standards for Teachers. (2011). Carlton South. Retrieved from
https://www.aitsl.edu.au/docs/default-
source/general/australian_professional_standard_for_teachers_final.pdf?sfvrsn=399ae83c_2

Bates, P. (2016). Growth mindset. Access (Online), 30(4), 28-31. Retrieved from
http://ezproxy.scu.edu.au/login?url=https://search.proquest.com/docview/1841689883?accou
ntid=16926

Churchill, R., Ferguson, P., Godhino, S., Johnson, N., Keddie, A., Letts, W., Mackay, J.,
McGill, M., Moss, J., Nagel, M., Nicholson, P., Vick, M. (2013). Teaching: Making a
difference (2nd ed.) Milton Qld: John Wiley and Sons. (pp. 166)

NSW, B. (2017). NSW Syllabus :: Integrating ICT Capability. Syllabus.nesa.nsw.edu.au.

Retrieved 1 September 2017, from https://syllabus.nesa.nsw.edu.au/support-
materials/integrating-ict/

Universal Declaration of Human Rights. (2017). Un.org. Retrieved 1 September 2017, from
http://www.un.org/en/universal-declaration-human-rights/