Education should provide all children, irrespective of their gender, cultural background, socioeconomic status and learning abilities (Schleicher, 2014) with a chance to stimulate their intellectual, physical, social and emotional capabilities (Tangney, 2014). I believe that learning should be an enjoyable and meaningful experience, which results in the expansion of knowledge across fundamental curriculum areas and individual growth (Fenstermacher & Soltis, 1998). In my classroom, I want pupils to be creative, freethinking, self-reflective and caring, as they collaborate and engage in hands-on, project-based learning (Kennedy, 2017; (Koteswariah & Basavanna, 2016, p. 8). I want to also prepare students for the contemporary workplace through the integration of technology (Kennedy, 2017; (Koteswariah & Basavanna, 2016, p. 8).

 

My teaching philosophy correlates with features of both the humanist and progressive approach. I desire to create a student-centred learning environment, in which I facilitate rather than direct the learning and continually promote a passion for life and learning (Koteswariah & Basavanna, 2016, p. 8). Through my role as a facilitator, I will ensure that students of all abilities are catered for. The differentiation of learning programs and activities can effectively challenge each student accordingly. This allows the focus on each individual student’s learning path to continue (Tangney, 2014).

 

I maintain that it is my responsibility to create a safe and positive learning environment (Groundwater-Smith, Ewing & Le Cornu, 2011). A learning environment that embraces and celebrates students from all diverse backgrounds, whilst including and supporting students with physical or intellectual impairments (Schleicher, 2014). I believe that a secure learning environment can also encourage students to confidently communicate their concerns to me, contributing to a stronger student-teacher relationship (Groundwater-Smith, Ewing & Le Cornu, 2011).

 

Strong student-teacher relationships are vastly important, particularly within the humanist approach, as it regards the student-teacher relationship as a partnership (Zinn, 2004). I believe it is my duty to develop nurturing relationships with each student, recognising their strengths and the areas that require improvement. By building personalised relationships with each student, I can gain insight into their characteristics, personal interests and family background. I can utilise this knowledge and develop lessons, which they find compelling, engaging and relevant.

 

I aim to focus on reflection, a significant aspect of both the progressive and humanist approach (Kennedy, 2017; (Koteswariah & Basavanna, 2016, p. 7). as I believe it will maximise student-learning experiences. The focus on reflection can also enable me to consider the various learning style of each student, exploring the ways I can adapt lessons and activities to ensure each student is understanding and equally challenged. This is an important aspect of the progressive approach (Kennedy, 2017).

 

However I intend to always promote the significance of kindness throughout my teaching, to ensure that my classroom is a place of respect. I will focus on encouraging students to undertake acts of compassion, allowing them to learn about the importance of selflessness through doing rather than thinking. This type of experiential learning aligns with the progressive approach (Kennedy, 2017), and aspects of the humanist approach (Koteswariah & Basavanna, 2016, p. 8 & 11).

 

I strongly believe that by generating supportive relationships with students, I can effectively assist them throughout their learning experiences. By additionally encouraging kindness, self-reflection and allowing meaningful learning to occur, I can engage students and assist their personal growth (Tangney, 2014), whilst preparing them for our modern world and to become active participants in our society (Koteswariah & Basavanna, 2016, p. 11).