Teaching Philosophy

I strongly believe all children have the right to a high quality, high supported education that
allows children to regularly experience challenges and success. I also believe all students should
feel respected, valued and safe. I have based my pedagogy of teaching on the Melbourne
Declaration (2008). Following my guiding goals from this document, I aim to promote equity
and excellence to all young Australians to become successful, informed, confident and active
citizens (Melbourne Declaration, 2008). These goals emphasise the significant importance of
developing the individual holistically, by allowing individuals to successfully be a part of society
in a variety of different ways.

Therefore, in my classroom to effectively achieve supportive and high quality learning the
implementation of Gardiners Multiple Intelligences, Brofenbenner Ecological Systems theory,
Blooms Taxonomy, Gibbons Seven Intellectual Practices also the NSW Quality Teaching model
would be evident. Active and engaged learning will be encouraged through authentic resources
and tasks, cooperative learning, ICT, scaffolding, differentiation, open-ended tasks as well as
explicit teaching. These theories and practices have been selected as they reflect my personal
belief that every student brings their unique background, interest and needs, and individual
perspectives to creating a rich learning community.

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