My Personal Teaching Philosophy

I believe, as primary teachers, we need to support an environment that is open to the student’s evolving capabilities. This environment should have the ability to encourage opportunities for future growth and development. The development of each student will be supported through the Victorian Curriculum where developing literacy and numeracy will be my focus.

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The environment I strive to provide for my students is safe and stimulating, while also providing opportunities to gain knowledge and draw on previous experiences. Students should feel supported both socially and emotionally to be open members of the school community. I will encourage students to have self-confidence and believe in themselves through open conversations.

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I aim to provide a platform for parents to make open communication, keeping good rapport. Parents’ voices need to support each student’s learning, through shared decision making. I aim to work collaboratively with fellow teachers and the school community to get the best possible outcomes for the students in my classroom.

I will work hard to ensure the Victorian Curriculum builds future skills for my students through an environment that is stimulating and creative. Through these practices, it is essential to commit by ensuring high expectations where the students can aim to achieve success. The programs are the foundation that will build on the child’s knowledge, strengths, and ideas.

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My VIT focused on building literacy capabilities in my students, which with hard and dedication we succeeded. I believe inclusive student participation is key to engagement in classroom activities. (AITSL, 2014)

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My passion for teaching has derived from my childhood, where I was inspired by teachers who saw my individuality and had great communication skills, always inspired me to never stop learning and growing as an individual. I believe I possess the skills of confidence, adaptability, resilience and flexibility which are key teacher skills to deal with every day challenges that the classroom will provide.

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I believe the cognitive-developmental theory of Piaget has shaped my view in education. This theory explores how students “actively construct knowledge” (Berk, 1989) based on how they explore and see the world. While Vgotsky’s theory of Zone of Proximal Development will help me to design strategies to “offer activities at levels that provide moderate challenges for different students, based on individual interests and intelligence strengths.” (Tomlinson, 2014). As teachers, it is our role to provide an environment that is developmentally challenging but still stimulating.

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Nicole Worden, 2024

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Works Cited:

AITSL. (2014). Teaching Standards. Australian Professional Standards for Teachers, 8.

Tomlinson, C. A. (2014). A Differentiated Classroom: Responding to needs of all learners. Virginia: ASCD.