My beliefs about the learning process will profoundly impact the way I teach (Groundwater-Smith, 2011) and therefore my teaching philosophy is built on three tenets; engagement through social constructivism, relationships and ongoing professional learning and development.

The foundation of my philosophy is ultimately student engagement as I believe it is fundamental to effective teaching and learning; encompassing relationships, motivation, classroom management and ultimately student’s learning.  A constructivist view of learning enhances engagement (Groundwater-Smith et al, 2011), where active engagement, language and collaboration are believed to be essential components for effective learning (Duchesne et al, 2013). Consequently, I always endeavor to provide opportunities for children to construct their own learning and understandings through hands-on experiences that enable them to verbalise their thoughts and build on their ideas with others. Additionally, I view children as capable and competent learners who are active constructors of knowledge (Arthur et al, 2015). To enhance engagement in the early years, it is important to provide a balance of teacher directed, explicit teaching and child-centred learning experiences (Arthur et al, 2015; COAG, 2009). Therefore, I always endeavor to provide interesting, open-ended and engaging activities that incorporate children’s interests to make learning more motivating and interesting. Ultimately, I believe this kind of learning will facilitate, creative and enthusiastic learners who develop dispositions for life-long learning.

Building relationships with children and their families has been shown to have a significant impact on promoting social and emotional wellbeing as well as student achievement (Groundwater-Smith et al, 2011). Consequently, I always endeavor to develop positive relationships with children and families; including families in their child’s educative process wherever possible. Relationships also have a significant impact on positive and inclusive learning environments (McDonald, 2013) which is paramount to promote student achievement. Therefore, I will always be welcoming and accepting of students and work to create an environment where they feel safe and supported (McDonald, 2013). This is essential to ensure children have a sense of belonging in the classroom which enables them to take risks required for effective learning (COAG, 2009). Significantly, positive relationships are the foundation of success in the classroom (McDonald, 2013). As a result, I will always take the time to get to know my students and show them that I care. Students connect with teachers who assist or empower them, by viewing children with a strengths-based rather than deficit view (McDonald, 2013). Empowering teachers also have a belief in the potential for greatness in every student (McDonald, 2013) and as a result I always have high expectations for all students and continually encourage and support them to be their best. Effective differentiation is essential here, and I ensure I get to know my students and their capabilities so I can support them to achieve goals that are relevant for them.

Finally, I believe ongoing professional development and reflexive practice is paramount to continually improve my teaching practices and acquire better teaching strategies (Arthur et al, 2015). University coursework has highlighted a multitude of methods and strategies available to maximise positive outcomes in the classroom, however I recognise that education is an everchanging landscape and it is imperative that I stay abreast of progress in the field. It is vital that I explore new teaching ideas and methods and incorporate them into my classroom. Evidence-based research is the foundation for effective teaching (Groundwater-Smith et al, 2011) and therefore I believe I must consider and include elements from a myriad of learning theories and current research. This will support further development of my teaching philosophy and understanding of the learning process so I can best facilitate my students’ learning. Ongoing development will also consolidate the three tenets of my personal teaching philosophy and maximise learning, motivation and engagement to facilitate the best outcome for every student.