TEACHING PHILOSOPHY AND PRACTICE
SALEEM BADALOO ID# 1001080439
TEACHING PHILOSOPHY AND PRACTICE
I, as a beginner teacher want to try my best to be a role model for the students. I feel it is a privilege to be a teacher and hope to present myself that way, both for the students and my own benefit. My role is to touch many lives with the gift of knowledge, and help students develop not only socially, but also emotionally and cognitively. Berk defined child development as "a field of study devoted to understanding all aspects of human growth and change from conception through adolescence (Berk 1999, p. 4).
I chose a career in the area of Mathematics and Science, as I am keen to see students experience creative and practical activities that relate to applications of Math and Science in the home, industry, commerce and the wider community. As a teacher in the Math and Science area, I believe I will be able to help young people to use a variety of materials, techniques and systems in designing, creating, evaluating, marketing and communicating.
1. MY BELIEFS ABOUT TEACHING AND LEARNING:
· Teachers should be positive role models: Ethically and Morally. Teaching is a selfless profession that requires the ability to effectively impart knowledge, create a positive learning environment, manage and discern the needs of the classroom.
· I believe in student-centered learning. Although there are many definitions of student-centered learning, the one that reveals what it encompasses is the following definition:
Student-centered learning describes ways of thinking about learning and teaching that emphasize student responsibility for such activities as planning learning, interacting with teachers and other students, researching, and assessing learning. Cannon, (2000)
· Student-centred learning has student responsibility and activity at its heart, in contrast to the stronger emphasis on teacher-control and the coverage of academic content found in much conventional, didactic teaching (Cannon,
TEACHING PHILOSOPHY AND PRACTICE
I, as a beginner teacher want to try my best to be a role model for the students. I feel it is a privilege to be a teacher and hope to present myself that way, both for the students and my own benefit. My role is to touch many lives with the gift of knowledge, and help students develop not only socially, but also emotionally and cognitively. Berk defined child development as "a field of study devoted to understanding all aspects of human growth and change from conception through adolescence (Berk 1999, p. 4).
I chose a career in the area of Mathematics and Science, as I am keen to see students experience creative and practical activities that relate to applications of Math and Science in the home, industry, commerce and the wider community. As a teacher in the Math and Science area, I believe I will be able to help young people to use a variety of materials, techniques and systems in designing, creating, evaluating, marketing and communicating.
1. MY BELIEFS ABOUT TEACHING AND LEARNING:
· Teachers should be positive role models: Ethically and Morally. Teaching is a selfless profession that requires the ability to effectively impart knowledge, create a positive learning environment, manage and discern the needs of the classroom.
· I believe in student-centered learning. Although there are many definitions of student-centered learning, the one that reveals what it encompasses is the following definition:
Student-centered learning describes ways of thinking about learning and teaching that emphasize student responsibility for such activities as planning learning, interacting with teachers and other students, researching, and assessing learning. Cannon, (2000)
· Student-centred learning has student responsibility and activity at its heart, in contrast to the stronger emphasis on teacher-control and the coverage of academic content found in much conventional, didactic teaching (Cannon,
Bibliography: Reference List Berk, L.E. (1999). Infants, children, and adolescents (3rd ed.). United States of America: Illinois State University. Biggs J B (1990). Teaching: Design for Learning. In B. Ross (ed), Teaching forEffective Learning. Sydney: HERDSA. Biggs J B (1999). Teaching for quality learning at university. OUP:Buckingham . Cannon, R. (2000) Guide to support the implementation of the Learning and Teaching Plan Year 2000. ACUE: The University of Adelaide. Shuell, T J.(1986). Cognitive conceptions of Learning. Review of Educational Research, 56, 411-436.