Professional Statement
The big question for any under graduate teacher is that of “why do I want to teach?” My reasoning behind becoming a teacher is probably a little generic, however it means a lot to me. It started as a result of the amazing teachers I had whilst growing up who believed in me and supported me throughout my learning. These teachers inspired me to enter this profession and be like them, possibly even better. The different learning techniques that I have encountered throughout my learning have helped me to establish a unique technique and style of my own.
Apart from knowing why I want to teach you probably would want to ask “what does good teaching mean to me?” My interpretation of this is when a teacher is able to engage the students of that class with deep content knowledge, a safe learning environment, an effective behaviour management plan and a solid teacher-student relationship. All these ideas are ones that I feel I could comfortably implement within my own future classroom, and have already begun to during my teaching practicum’s. I would class my teaching style as a mixture of inquiry-based learning and cooperative learning. Using the inquiry-based and cooperative learning together students are able to interact with other students in their group and effectively help each other.
Another asset I can take with me into my future classrooms is that of effective learning and teaching. By varying the learning within the classroom, students are able to feel connected and involved within daily classroom lessons. Throughout all my teaching practicum’s I have managed to change the way different lessons are implemented, for example rather than doing all mathematics lesson with handouts, I would use a variety of hands on activities and interactive games and videos.
I am best able to be set aside from other under graduate teachers through the way I am able to connect with students and staff around me. Whilst attending observation days for my teaching practicum’s I always manage to make myself known to the staff facility and all the students within the class that I will be teaching. I feel like this is a great trait to have as a teacher because students and staff are the main foundation of a school.
Expectations for students within my future classroom will be that of any other teacher. Students will need to show respect to staff and other students in the school community, behaviour will be addressed through a similar behaviour management plan (such as Bill Rogers or Lee and Marlene Canter). Expectation of learning should not differentiate between different year levels, when students in my future class come for the start of their learning year with me I will expect switched on and ready to learn students, especially in the older years of primary school.
With the expectations of students laid out, students will be able to expect a teacher who is well organised, someone who takes pride in their classroom and its layout, a teacher who loves the use of effective learning within the classroom and someone they can talk to.
Lastly as a under graduate teacher I acknowledge that I have many things still to learn, however I am always up for the challenge of learning new things to implement within the classroom.
Apart from knowing why I want to teach you probably would want to ask “what does good teaching mean to me?” My interpretation of this is when a teacher is able to engage the students of that class with deep content knowledge, a safe learning environment, an effective behaviour management plan and a solid teacher-student relationship. All these ideas are ones that I feel I could comfortably implement within my own future classroom, and have already begun to during my teaching practicum’s. I would class my teaching style as a mixture of inquiry-based learning and cooperative learning. Using the inquiry-based and cooperative learning together students are able to interact with other students in their group and effectively help each other.
Another asset I can take with me into my future classrooms is that of effective learning and teaching. By varying the learning within the classroom, students are able to feel connected and involved within daily classroom lessons. Throughout all my teaching practicum’s I have managed to change the way different lessons are implemented, for example rather than doing all mathematics lesson with handouts, I would use a variety of hands on activities and interactive games and videos.
I am best able to be set aside from other under graduate teachers through the way I am able to connect with students and staff around me. Whilst attending observation days for my teaching practicum’s I always manage to make myself known to the staff facility and all the students within the class that I will be teaching. I feel like this is a great trait to have as a teacher because students and staff are the main foundation of a school.
Expectations for students within my future classroom will be that of any other teacher. Students will need to show respect to staff and other students in the school community, behaviour will be addressed through a similar behaviour management plan (such as Bill Rogers or Lee and Marlene Canter). Expectation of learning should not differentiate between different year levels, when students in my future class come for the start of their learning year with me I will expect switched on and ready to learn students, especially in the older years of primary school.
With the expectations of students laid out, students will be able to expect a teacher who is well organised, someone who takes pride in their classroom and its layout, a teacher who loves the use of effective learning within the classroom and someone they can talk to.
Lastly as a under graduate teacher I acknowledge that I have many things still to learn, however I am always up for the challenge of learning new things to implement within the classroom.