My Teaching PedagogyMy Pedagogy
I have been studying the field of education and care for eight years. In this time, I have experienced many revelations on my personal journey of study. My pedagogical practices centre on relationships, environments, interactions and recognising students as a whole person rather then a vessel. I also believe that students learn and thrive best when in social learning settings where they are free to question, critique and explore concepts (much related to Vygotskys social learning).I have centred my pedagogical theory with inspiration from Vygotskys' social learning, Eric Eriksons' theory of psychosocial development, Maslows' hierarchy of needs and Piagets' theory of behaviours. Based on these values and theorists, I have separated what I feel are the three most important elements of my teaching. I believe passionately that these elements fully support learning being genuine, realistic and achievable. The following elements delve only slightly into some of the areas that I feel are more critical in the classroom. 1. The environment as a support system and community I view the classroom and school environment as a living community setting. In order for the community to function it must meet the needs of its people and thrive from contribution. I believe that the environment provided to students influences several factors (taking specific inspiration from Maslow’s Hierarchy of needs in respects to how the environment influences students). Do the students feel safe physically, mentally and emotionally? My main notion for this is if the students do not feel safe and a sense of support then how can I expect them to learn to their best ability? Students spend several hours in the classroom, if there is a lack of support then how can I expect them to be supported in managing their behaviour. I believe strongly that the environment needs to support students, meet their needs and reflect their identity in the room. Without this I am adamant that quality learning cannot take place. 2. Relationships with students I believe that without strong relationships with students a critical piece of support is missing. If students do not feel safe, if something has happened or the students are struggling are they really going to be able to share this with me? Am I going to be able to recognising these changes in the students and provide appropriate support? I take inspiration from Eric Eriksons Theory of Psychosocial Development who recognises trust and mistrust as an infant’s learning milestone. I fully recognise this as vital to all ages in the beginning of a classroom set up. In the first few days, weeks and months the students are vulnerable and exploring this new territory and teacher relationship and revisiting this trust and mistrust concept. I recognise that if students relate to this time as a mistrust environment then learning cannot happen. 3. Interactions and reactions are foundations of relationships I feel strongly about my relationships within a school. relationship with students requires attention to the individualised interactions and most importantly how we react to students. If a student shows undesirable behaviours and it requires correcting how does this correction happen? Erikson notes that between ages 5-13 the students are developing self-confidence, competitiveness, dealing with failure and dealing with the success of others. My pedagogical practices revolve around the notion that reactions cannot be taken back. Once a reaction is given this is going to stick. By reprimanding students (orally, putting their name on the board, shaming etc.) in front of others, has this achieved anything but humiliation and a sense of self-worthlessness (gong against Eriksons model). I believe strongly that reactions and interactions need to be as positive and as purposeful as possible for long term success, learning and relationships. I fully extend this to parents also. I believe a relationship between a teacher and parent should not be based on power but based on a mutual understanding of care for the child and open and honest communications. |