The foundation to a well- informed, effective and professional teaching

philosophy that promotes positive quality learning environments involves an

inter-working of five key beliefs.

To be an effective teacher, and for students to get the most out of their
learning experiences in the classroom, it is important to understand how children
learn using an amalgam of theoretical frameworks (McDevitt, Ormod, Cupit,
Chandler, & Aloa, 2013a; McDonald, 2010). Lev Vygotsky and Jean Piaget are
key theorists who have influenced my approach to how children learn. Their
viewpoint of building upon pre-existing knowledge supports the pedagogical
approach I will routinely implement in lesson planning to promote student-
centred learning (Berk, 2013). Peer to peer collaboration, scaffolding student
learning and ‘hands on’ activities would feature strongly in my classroom. I feel
this approach supports an ecological perspective in terms of acknowledging each
child for the knowledge they bring into the classroom due to the complex
influences in their lives (McDonald, 2010). A broader perspective on the lives of
children will help inform my decisions on instructional practice that are
underpinned by myriad of frameworks.

An ecological perspective allows a thorough and authentic analysis of

student behaviour and the reasons behind them (McDonald, 2010).
Bronfenbrenner’s ecological systems theory acknowledges the complex
relationships that exist between students and various environmental systems
(McDevitt, Ormod, Cupit, Chandler, & Aloa, 2013a). Behavioural problems may
be multilayered and contextual which will inform the outcomes and intention of
discipline interventions; demographics and academic struggles often linked to the
origins of misbehaviour (Scott, Anderson, & Alter, 2012). Regardless of their
background, culture, upbringing, SES, race or religion, I believe every child has
a positive potential and the right to learn. Careful consideration of, and working
with, other influences in their lives will enable my instructional practice to respect
individual needs and cater to the class as a whole.

The focus I will take in terms of the outcome and intention of discipline
interventions will align with a positive learning framework approach. A safe
learning community and a quality learning environment, are essential in this
approach and in creating a realistic and workable classroom management plan
(McDonald, 2010). All students who enter my classroom will be respected as
individuals with their own strengths and needs; students who abide by the class
expectations will be acknowledged and rewarded. Finding and building on
strengths is an essential means to respectful and empowering practice
(McCashen, 2005). The strengths based approach acknowledges that the
connection between people’s strengths and their aspirations is the key to every
successful action for change (McCashen, 2005). Being proactive in recognising
appropriate student behaviours and, also importantly, responding systematically
to inappropriate student behaviours is integral to my classroom management.
Students will understand the behavioural expectations in the classroom and an
appropriate, well-informed management plan will be predictable and a fair for all
students.

The degree of control or coercion that is desirable in my classroom centres

on student self-management. Every student is different, therefore, the degree of
self-management expected of the students will differ (McDonald, 2010). I
believe the responsibility for student behaviour must be, to a degree, on
themselves and the teacher. I will allow students the autonomy and independence
for self-management which illustrates that the intention of the discipline
interventions are to empower and assist them in becoming more responsible
(Scott, Anderson, & Alter, 2012). Students need to develop their capacity to be
responsible (McDonald, 2010) and, therefore, at whatever age, I will structure my
class to help develop these capacities for self- management. Every child is
contextually unique, worthy and deserving (Barnes, 2015). Students may make
mistakes or poor choices but these do not define them, or mean, that they are not
capable of developing self- responsibility (McDonald, 2010). ‘The problem is the
problem; the person is not the problem’ (McCashen, 2005, p. 9), instead they may
need extra support, empathy and understanding.

I believe, above all, the role of the teacher is to be a facilitator of learning;

to develop and apply appropriate and motivating curricula, quality pedagogy and
suitable assessment influenced by my theoretical perspectives (McDonald, 2010).
A major facet of my role is to cater to the needs of the diversity of students who
enters my classroom (Barnes, 2015). An ecological perspective informs my
understanding of the behavioural choices of each child and the approaches I’ll
take to meet their needs. The safety and well-being of students is a priority, it is
my responsibility to allow students to feel safe enough to take risks and feel as
though they are supported throughout their learning (McDonald, 2010). Through
instructional practice and the relationships with each student the foundation to
fulfil my role can be maintained.