My Philosophy of Teaching Teaching to me is a two way street, I teach my students and they teach me. It is a collaborative effort. My teaching is child-centred (Gordon & Browne, 2011), based on the interest and needs of my students; using a variety of different media and strategies to encourage learning.

My Philosophy of Learning

Gardner’s theory of multiple intelligence (Morrison, 2009) has taught me that children learn in different ways. Piaget and brain research (Gordon & Browne, 2011) also showed me that children learn by making meaningful connections, when the brain is developmentally ready and primed for learning. Vygotsky and Dewey (Morrison, 2009) has also greatly influenced my belief that children’s learning should be done among friendly faces, sharing experiences, conversations and learning from each other through hands-on interactions and play. Learning can be direct or vicarious… life experiences provide many opportunities for the child to learn.

My role as a teacher My role is a very important role in the classroom. I am responsible for the care and education of all the little children who are enrolled at my school. I am their guide, mentor, role model, who scaffolds their learning like Vygotsky (Morrison, 2009) implied. My goal is to provide the experiences needed to develop the whole child. I am their caregiver, a surrogate mother if I might say, sharing love, comfort, and motivation.

Through my careful observations, I detect my student’s challenges, and provide the support they need to help them succeed, or direct them to helpful services. I set the stage for learning, and stand at the side observing while they shine, giving them a little boost when needed, and assessing their learning. I am not perfect, nor do I know it all, therefore I reflect on my work and constantly seek to improve. Teaching is my calling.

The role of the