Individual Teaching Philosophy



This essay, which was written in my fourth year of University in EDFD452 Transition into the profession was the basis for my Individual Teaching Philosophy. This essay discusses my personal understandings and knowledge of current learning theories and pedagogical approaches, inclusive of contemporary research.

Individual Teaching Philosophy Essay

As a graduating teacher one should further their knowledge and understanding of key concepts that they believe are important to their individual teaching philosophy. The Walker Learning Approach which incorporates inquiry based learning, play based learning, and individualised curriculum and independent learning are further explored. Student learning styles and intrinsic and extrinsic motivation should be investigated. It is also important to understand how students will progress in the twenty-first century, as Australians in a borderless world, inclusive of their spiritual development, physical development, wellbeing and technological advancements.

The Walker Learning Approach (WLA) is a philosophy and curriculum based on “student engagement through the children's investigations and interests, and it still requires formal teaching in literacy and numeracy (Early life foundations, 2012, para 7).” Although it is a curriculum on its own, the WLA enables state and the eventual National curriculum frameworks to run intertwined with it. The main aim of the WLA is that “students’ interests are used as the predominant means for learning experiences alongside explicit teaching of skills and understandings in literacy and numeracy. (From here,) children's interests are expanded, scaffold and supported as a means of ongoing engagement in particular learning areas (The Walker Learning Approach, 2012, para 1 & 2).” This is then expanded into other learning areas and across the school community. When implemented correctly students, teachers and schools can anticipate increased “student engagement,” (Kathy Walker & Associates, 2009, p. 6) “significant improvement in literacy levels for boys, … significant improvement in pro-social skills including adaptability, self-initiation and working collaboratively with others.” (Kathy Walker & Associates, p. 4) the implementation has also been seen to lead to “higher levels of deeper relationships between students and teachers” (Kathy Walker & Associates, p. 3)

Whilst the WLA does include many elements that will ensure a positive and successful classroom, it is essential to acknowledge other theorists and philosophies. Piaget is another philosopher who recognizes concrete materials, open learning, discovery learning, matching strategies to student’s abilities and that the pace of learning should be consistent with student’s capabilities (Marsh, 2000, p. 24). It is understood that these implications used during the correct operational stage, with in the primary school setting will lead to thriving students. It is important how ever to recognise criticisms of Piaget’s theory including “overlooking the effects of student’s cultural and social groups (Marsh, p. 25).” If implementing Piaget’s beliefs, it is important to overcome these situations, for example, during the pre-operational stage students form and use symbols such as words, gestures and signs. These should be explored with in a range of social and cultural groups relevant to the students and not just the school. Another theory that should be explored is the Multiple Intelligences. (Gardner, 1983) By adapting the Multiple Intelligences ideologies in the classroom students and teachers can “discover and develop their individual talents” (Campbell, 1997), they can encourage them, build upon them and use them in multiple ways with in the classroom. Teachers can use this knowledge to assist in assessment and learning practices for the students. Through these examples, it can be seen that “developmental theories provide some reasonable principles we guide our teaching but no single theory can provide all the answers (Marsh, p. 36).”

By using these models that promote independent and individual learning it is important to include an intrinsic and extrinsic motivation so students are consistently pushed to achieve their best. Whilst intrinsic motivation can be capitalized on by using innovative teaching including “creating (and posing) puzzling questions, dilemmas, novel situations … if this intrigues the class then this will lead to self motivation” (Marsh, 2000, p. 38) to find solutions. Borich and Tombari, (1997) have indicated that intrinsic motivation is only successful in certain situations for particular students. Therefore extrinsic motivation needs to play a part in classroom discipline and motivations. “Extrinsic motivation provides students with a reward or enables them to avoid punishment”, (Ryan & Deci, 2002, p. 1) it is as a result a positive reinforcer where the results show that the stimulus or event has improved learning. It is important to explain to students why extrinsic motivation is being used, and it is through the positive results of the extrinsic motivation that students become “more confident and independent learners and hence more likely in the long run to become intrinsically motivated (Marsh, p. 39).”

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