As a pre-service teacher, my teaching philosophy is undergoing a continuous moulding process, as I learn more about education, and develop my own personality and beliefs as a teacher.
In saying this I have always seen the teaching of children to be similar to the act of lighting a flame. I believe it is the job of a teacher, not to just teach their students a particular subject area, but rather light a spark within their souls that encourages them to become lifelong learners and find a their own voice and calling within this world. Every child, no matter their culture, ethnicity or socioeconomic background, has something worthwhile to contribute to society, and it is up to us as teachers to help them discover what that is.
In my opinion intelligence is not something that is fixed at birth, nor is it a number calculated through the completion of a Stanford-Biznet test or Wechstler's intelligence scale. If my previous experience teaching scripture in my local parish and volunteering for Edmund Rice Camps has taught me nothing else, it's that every child is unique. As humans we all have our own set of unique strengths and weaknesses. As Duchesne, McMaugh, Bochner, & Krause (2013) emphasise, while standardised tests might give us a good indication of a students current knowledge and skills in certain areas of the curriculum, it doesn't tell us anything about their ability to develop these over time.
For this reason, my teaching philosophy revolves around the concepts of active learning and differentiation. As Gardner's Theory of Multiple Intelligences (1999) and Sternberg's Triarchic Model of Intelligence (1997) seem to suggest, I believe students have intelligence in different areas, and so we as teachers need to be aware of this and create learning strategies that cater to their different levels and strengths. It is only through this way that we can help each child reach their full potential.
Education & Qualifications
MASTERS OF TEACHING (SECONDARY) / GRADUATE CERTIFICATE IN RELIGIOUS EDUCATION 2016 (expected) | Australian Catholic University, Strathfield, NSW Key Learning Area - HSIE:
Society and Culture
BACHELOR OF MARKETING AND PUBLIC RELATIONS 2013 | University of Notre Dame Australia, Broadway, NSW Significant Achievements:
School of Business Prize for Academic Excellence in the Bachelor of Marketing and Public Relations (2014)
School of Business Prize for Academic Excellence in BS354 International Marketing (2014)
School of Business Prize for Academic Excellence in BS350 Strategic Marketing (2014)
School of Business Prize for Academic Excellence in BS337 Corporate Public Relations (2014)
School of Business Prize for Academic Excellence in BS390 Business Internship (2014)
Dean’s Letter of Commendation (2013)
Public Relations Institute of Australia Prize for BS200 Events Management (2012)
University of Notre Dame Merit Scholarship Recipient (2011)
Interests and Hobbies
Some of my main interests and hobbies include:
Musical Theatre (Last performed in BMMS' production of Cats)
REFERENCES Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L. D. (2013). Educational Pedagogy: For Learning and Teaching (4th ed.). South Melbourne, Australia: Cengage Learning Australia.
Gardner, H. (1999). Are there additional intelligences? The case for naturalistic, spiritual and existential intelligences. In J. Cain (Ed.), Education: Information and transformation (pp. 111-132). Englewood Cliffs, United States of America: Prentice Hall.
Sternberg, R. J. (1997). Educating Intelligence: Infusing the triarchic theory into school instruction. In R. J. Sternberg & E. L. Grigorenko (Eds.), Intelligence, heredity and environment (pp.343-362). Cambridge, United Kingdom: Cambridge University Press.
Create your own unique website with customizable templates.