I am a strong believer in social constructivist learning. My speciality is in early childhood education, the focus of my teaching degree and Masters degree. Since graduation, I have taught extensively in the primary years and bring the mindset of an early years educator to my work.
My philosophy can be best described using a quote from Piaget, “Every time we teach a child something, we keep him from inventing it himself.” I think that students learn best from their peers. This takes the teacher away from the direct instruction of material and places them as a facilitator in the learning process. I am a passionate believer in inquiry, which is derived from the social constructivist learning approach. I believe that it takes a special kind of teacher to lead students to learn through inquiry. It requires someone who is willing to give agency to the students to let them have power in the learning process. As a teacher you have to know when is the right time to be in charge, and when is the right time to let go. It also takes a special power to know what type of scaffolding is needed at the right time to get students through the learning process. Often it is asking the right questions.
I completed a degree in psychology before pursuing a teaching career and bring that understanding into my interactions. Given that students learn best from their peers, learning occurs best when students feel safe and secure. I spend time to build relationships between students to facilitate this process. This is my highest priority. I find the benefits of this approach means that all members of the learning community get to know each other at a deeper level which leads to a more compassionate and caring learning environment. As a PYP Coordinator, I let teachers know that this is something they must work on in their classes. It is of little use to embark upon learning if the social and emotional needs of students are not established as a the most important consideration of the class. As an administrator I bring the same attitude to interactions with the teachers and run similar sessions to support teacher wellbeing.
As an IB educator, there are a number of learning practices I feel are fundamental to learning in an increasingly connected world. Being internationally minded is of great importance. Learning must be significant and meaningful for learners if they are expected to be engaged in learning. Building connections to the world, and in encouraging their participation in solve problems of a global nature empowers their learning. A focus on concepts is another way we can help learners see the “bigger picture” they become more engaged as a result.
Students taking action is one of the most important aspects of learning. This occurs naturally when you have established the framework for learning, created units that are significant and meaningful, showed connections to problems, students take action of their own accord. Action can be viewed as either action from learning or action for learning. Action from learning is the action students take as they learn about some problem and decide that they must do something. That something could take the form of direct action to work directly on the problem, indirect action which means doing something auxiliary to the problem with would have a positive effect, advocacy where students tell people about the problem, or further study about the problem. This type of action can be directed to the global, communal or personal level. You can read an example of Grade 2 students engaging int the latter here, http://inquirypractice.blogspot.tw/2016/09/student-led-inquiry-and-visible-thinking.html. Action for learning is where upon reflection students develop an understanding of their own learning and realise what they need to do to improve their learning.
I follow a backwards-by-design approach to teaching, focusing on what it is I want students to know. Finding out what students know and what they are interested in learning determines the learning engagements and activities students need to advance their learning. Co-authoring assessment tasks allows students to display their understanding in ways that aligns with their developmental stage and individual needs. Open-ended tasks empower students to achieve at their level and exceed whatever assumptions educators may have developed. Guiding this process is the main goal of educators and we must ensure that learners understand the purpose of learning by making the goals of learning explicit and provide examples and accurate descriptions of what is expected. We follow this by developing formative assessments that ensure we are aware of learners progress. Giving constructive and timely feedback enhances this process. Learners are empowered to control their own learning, setting goals for learning, monitoring their progress and reflection on future steps to improve.
Due to our rapidly changing world, education that focuses on knowledge does a disservice to our students. I believe that the emphasis must be on skill development. I am working in collaboration with some other international educators to develop a coordinated and comprehensive range of skills students will need to become 21 Century learners.
As an administrator, I believe that progress occurs best through a collaborative effort. It is important to have support from the teachers and without teacher buyin, success will be limited. I seek feedback on all matters and listen carefully to what people are saying. Teachers appreciate my responsiveness to their needs and feelings, creating a happier workplace. With this approach, I find that teachers often exceed my expectations in engagement and outcomes. They appreciate that their advice is taken on board and become much more committed to the processes.
I have a number of skills and interests that I employ to support student participation in extra-curricula activities. I have structured and scaffolded the student council in the primary school. I have an interest in drama and use my passion to develop these skills with students. I have some experience coaching primary sports.
I believe that students need to develop connections to nature. The natural world is alive with spontaneity and unexpected lessons. Unlike predictable games, the surprises a young learner discovers outdoors promote problem-solving skills, scientific and mathematical exploration, and language skills. It stimulates curiosity, encourages persistence and creativity. It allows students to take risks and develop resilience.
I am a life-long learner. The world is changing at an astronomical rate and education must move quickly just to remain relevant. I believe that a focus on skills is essential, as there is no way that we can provide the information students will need when they leave formal education. I believe that there has never been a more relevant time to be an educator.
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