Dear Parents, Educators and Community Members:
My teaching philosophy reflects my confidence in collaborative, student-centred teaching methods that encourage learning to reflect personally meaningful creative expression and understanding. I encourage students to explore their environments, imagine new ways of thinking, and accept uncertainty and the possibility of failure. From my experience, once educators and students synchronize the teacher-learner relationship in the co-construction of knowledge they begin to engage in process-oriented teaching and learning.
I believe that the symbiotic relationship between creativity and learning may be reflected in early years education and value that creativity is beginning to be more widely recognized in society. Without developing creative attitudes and skills, both educators and children risk hindering their creative interests and limiting the number of ways there is to learn and respond to the world. Therefore, I believe, that a society that nurtures imagination and creative expression can also presume that creative individuals will influence societies.
I also feel that I have a responsibility to develop new and innovative teaching methods and strategies that transmit historical and cultural knowledge and skills of the students in my care. For example, by examining community resources the development and access of social networks may begin to develop to support inclusive learning opportunities. Consequently allowing students to become more active learners and share their knowledge and skills in the classroom/studio. However, I also believe that a community cannot simply be designated or addressed; instead a sense of community is only achieved when children are encouraged to imagine their education as a place and opportunity that absorbs and spills over into their life outside of an educational setting.
I believe that educators must demonstrate their obligation to successful and professional relationship building practices by engaging in authentic and constructive forms of communication between students, their families and community stakeholders. Given that educational institutions are not apart from the wider society, power is at play in our daily lives including how we view the world. Each aspect of our culture – our language, customs, and beliefs influence how we see ourselves and one another. How we choose to preserve and record these influences is a reflection of our value in human diversity and treatment of people. We must understand that it is not just the traditions, norms, and patterns of behaviour that influence the beliefs and attitudes of a student -but also in the way that that child is viewed within the global culture. Educators must therefore engage in efficacious dialogue between students, their families, colleagues and communities and begin to bridge this dialogue with creative teacher training, practice and research.
With great sincerity,