Professional Knowledge 

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I believe that it is imperative for a teacher to know their students and understand how they learn best. As teachers we need to encourage and allow students to reach their full potential. Students need to be able to develop their skills and knowledge in order to become critical and creative thinkers as well as problem solvers of the future. Using a variety of pedagogical approaches, will provide students with the learning environment that is conducive to students to thrive and be successful learners. Inquiry learning allows teachers to plan and implement an engaging curriculum (Murdoch, 2011). It is important that we as teachers connect with students’ lives, in order for them to think more critically, activate their prior knowledge and become more responsible for their learning (Murdoch, 2011). Kath Murdoch’s 'learner assets' are a teaching framework that allows students to become responsible and self-reflecting about their own learning and to prepare them for becoming citizens of the 21st century (Murdoch, 2012).  It is a series of dispositions that students can take with them on their lifelong journey of learning. As a teacher, I will endeavour to embed these dispositions in all facets of a childs learning. 

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"The greatest assets we can help build in young learners are the ability to think deeply and creatively, to communicate effectively in a wide range of ways, to research critically and efficiently, to collaborate with others and to manage all this with initiative, confidence and independence".

                                                                                                                                                                                 - Kath Murdoch (2012) 

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​Professional Engagement 

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Throughout my teaching journey at Flinders University, I have been able to continuously develop my own knowledge and skills in regard to the latest evidence-based practice and research methodologies. During this study, I have been able to implement these skills and strategies into my own practice. This has allowed me to reflect upon these pedagogies and to deepen my understanding of the importance of keeping up with the ever-changing learning needs of all students. This reflection has also allowed me to develop an understanding of the training and development I wish to seek in the future and to develop further in order to benefit my own teaching practices. The concept of 'interoception', introduced by Emma Goodall, was fascinating to me. Interoception is considered to be an internal sensory system, which enables students to become aware of their physical and emotional internal states (Goodall, 2016). This training is often aimed at supporting students with special needs, in particular Autism Spectrum Disorder. However, I was able to take these strategies and use them to help all students whom I teach. Emma Goodall explains that children with well-developed interoception, are able to use logic and emotions to respond to their environment. I believe that developing strong interoception within my students, will equip them with the strategies needed to cope with the many challenges they may be faced with in life, in a positive, critical and creative way (Goodall, 2016). 

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Professional Practice

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I believe it is a teacher’s responsibility to make learning engaging, challenging, inclusive and relevant to children’s lives. When planning units of work, I am vigilant about ensuring all students can access the curriculum by accommodating their needs and differentiating where necessary and ensuring that useful, life skills are developed. It is critical to ensure that the learning environment is safe and nurturing, which supports a student’s growth and optimal learning capacity. There are several strategies that I believe are important in implementing effective teaching and maintaining support and safe learning environments. Establishing the learning intentions for each lesson informs students about the learning outcomes so they are a part of the process and understand the objective of the lesson (Hattie, 2007). It is important to support students in the learning by implementing success criteria. Success criteria sets out specific skills that students to need to be able to demonstrate and understand in order to meet the requirements of an assessment task (Hattie, 2007). 

 

I believe it is important to promote active participation. I encourage all students to feel confident in taking a risk and challenging themselves. Students need to feel comfortable participating in group and class discussions and believing that their opinions and ideas are respected. Effective teaching incorporates the practice of on-going assessment and feedback to students (Hattie, 2007). I believe that it is important for students to be challenged and motivated by the assessment process. Incorporating the use of effective questioning, observation, discussion and appropriate tasks allow a teacher to gather evidence of a student’s progress. Providing constructive feedback to students is critical in allowing them to progress forward (Hattie & Jaeger, 1998). I always encourage students to be responsible for their own learning and take ownership of it, as well as to teach their peers. Formative assessment allows the teacher to not only review their own effectiveness and progress but gives them a future direction for where students need to go to next (Hattie, 2007). Active dialogues between students allows them to talk about their thinking and thus deepen their understanding. 

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It is my firm belief that the ultimate aim in teaching is to support and encourage my students to reach their full potential and become successful and independent learners. It is important for students to be confident, resilient, independent and to be critical and creative thinkers. A teachers responsibility is to nurture all students and to ensure their wellbeing is continually developed, supported and encouraged. I want to equip students with the fundamental skills necessary to become global citizens in an ever-changing technological world. 

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References 

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Goodall, E. (2016). Interoception 101. Department for Education and Child Development. Retrieved from: http://web.seru.sa.edu.au/pdfs/Introception.pdf

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Hattie, J. (2007). The Power of Feedback. Review of Educational Research. 77(81). doi: 10.3102/003465430298487

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Hattie, J., & Jaeger, R. (1998). Assessment and classroom learning: A deductive approach. Assessment in Education, 5(1), pp. 111-122. doi: 10.1080/096959598005010

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Murdoch, K. (2011). Inquiry learning - journeys through the thinking processes. Retrieved from: https://www.kathmurdoch.com.au/new-page-2-1/ 

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Murdoch, K. (2012). Building learn assets in the classroom. Retrieved from: https://www.kathmurdoch.com.au/new-page-2-1/ 

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