In an attempt to educate all students in a manner that is most appropriate to them, I believe a

classroom should be constructed around student-centred learning. All students have different needs,
abilities, and preferences in which they like to learn, thus, in an effort to optimise learning, a variety
of different teaching and learning strategies needs to be incorporated into the classroom, and offered
to the students, allowing them choice, and partial freedom in their learning, acting to meet all of the
students individual needs (Brady & Scully, 2005). My beliefs are similar to those of an
interactionist approach, specifically those of Linda Alberts, as I believe that the teacher should
work with the students to create a safe and inclusive environment, with the students assisting with
the development of the code of conduct and class expectations, selection of what, and how they
learn, and through the introduction of cooperative discipline (Charles & Senter, 2005; McDonald,
2010).

Within my philosophy, I also agree with the phases of the Positive Learning Framework, whereby a
teacher acts to organise and prepare a safe environment, where learning, and personal growth is at
the forefront (McDonald, 2010). I believe that by preparing the classroom before the beginning of
school, organising and evaluating the most effective methods in which to teach, and then focusing
on engaging students in their learning, behaviours of concern wont be a necessary means of
expressing emotions (McDonald, 2010). As well as this, I strongly agree that teachers should focus
on developing and nurturing their students vital signs for positive health and growth, that are
outlined under this framework as being Generosity, Belonging, Mastery, and Independence
(McDonald, 2010, p.7). By assisting students to experience and obtain these characteristics, the
teacher is imparting qualities to the students that they will need for the rest of their lives
(McDonald, 2010).