Welcome to my E-PortFolio, where you will find evidence of my teaching practices across the proffesional standards, as well as my philosophy of teaching, certificates, and more.

Personal Philosophy of teaching:

‘Learning takes place most effectively in classrooms where knowledge is clearly and powerfully organized, students are highly active in the learning process, assessments are rich and varied, and students feel a sense of safety and connection' (Wiggins & McTighe, 1998)’.

I am a firm believer in equal rights, regardless of age, sex, race or background. I also believe that students will become less anxious in a calm and relaxed classroom atmosphere, where a firm but fair management of behaviour is implemented. Both of these form a basis for my teaching practices. Teaching and learning is based a lot around the relationships formed inside a classroom, and hence, poor teacher/student relationships will likely result in poor classroom management and poor mastery of learning. From the day that students enter my class, it is important to provide each child with a safe and comfortable environment, to which they can reach their full potential as learners. This is done by getting to know students on an individual level rather than simply a ‘classroom’ level. This provides students with the opportunity to have their voice heard through both a classroom, and a personal level. To maintain student motivation through the teaching of mathematics, science and drama, my concepts will be based around student readiness and interest as, ‘students will engage in tasks they find interesting, challenging and important’ (Russel et al., 2005). By teaching around student readiness and interests allows for a ‘focus on each individual as a learner’ (Duchesne, 2013, 419). The reason that differentiation around student interest and readiness is important is that, ‘learning takes place most effectively in classrooms where knowledge is clearly and powerfully organized, students are highly active in the learning process, assessments are rich and varied, and students feel a sense of safety and connection' (Wiggins & McTighe, 1998).

If I had to base my teaching around a teaching pedagogy, I would class myself as a primary user of both of the following:

• Vygotsky’s Zone of Proximal Development, to maintain student motivation through individual interest and readiness.
• Rogers’ Humanistic approach, in which empathy and a genuine care of students is a necessity to allow students to grow.

A metaphor that I would be able to relate to my teaching style is that of a ‘sunset’; ‘calm and relaxing’, yet ‘warm’ with fresh ideas to engage student learning and motivation.

'Allen formed respectful relationships with staff and students and the girls responded well to his warm and friendly personality' (Final year placement mentor).

Reference List:

Duchesne, S. et all, 2013, Educational Psychology for Learning and Teaching, fourth edition, Cengage Learning Australia, Pty, Limited.

Russel, V. J, Ainley, M, & Frydenberg, E. (2005). Schooling issues digest: Student motivation and engagement. Retrieved from: http://www.destgov.au/sectors/school_education/publications_resources/schooling_issues_digest/schooling_issues_digest_motivation_engagement.htm. 

All of my evidence has been framed around the AITSL Australian Professional Standards of Teaching, the full list of which can be found here!
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and Teaching strategies of the teaching area
2.4 Understand and respect Aboriginal and Torres Straight Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
2.6 Information and Communication Technology
3.2 Plan, structure and sequence learning programs
4.4: Maintain Student Safety
7.3 Engage with the parents/carers

Thank you for taking the time to read this PortFolio,
For a list of the certificates that I currently hold, see here. These can be provided formally upon request.

Kind regards,

Mr Allen Blazey