My Teaching Philosophy

Extensive EMU Specialist and Reading Recovery Training have significantly impacted my approach and philosophy on teaching in a positive way. I have been an EMU Specialist and a Reading Recovery Teacher for over seven years now and when I reflect on my past experiences, I am able to see clear differences between my approach pre-training, to my present outlook.

I have always had a fondness for Mathematics, so I was grateful for being presented with the opportunity to undergo this training. Although challenging at times I soon grasped the thinking behind the growth points and analysing the MAI (Mathematics Assessment Interview). I understand the importance of rich open-ended tasks to assist students to make their own discoveries through problem solving, thereby building conceptual understanding.

My experience with Reading Recovery was quite different in that the challenge was observing reading behaviours, analysing running records and providing correct prompts to promote strategic thinking and problem solving abilities. My motivation was the potential success of helping to equip children with the skills they need to become independent readers.

In a changing world with an unpredictable future it is crucial that children learn to become independent problem solvers. As one of my Reading Recovery tutor’s, Caroline Broadband said, “The aim is to make them independent readers from day one.”

Although the subjects are very different, similarities can be seen in both programs. For example, both focus on developing independent problem solvers, both discourage unnecessary teacher talk, and both stress on understanding the unique learning needs of each student so that learning is personalised and success is achievable.

I now believe in providing personalised learning experiences that make children active participants in their own learning as opposed to passive receivers of teacher knowledge. Tasks and activities implemented should be child-centred which assists learners to build on their own prior knowledge and experiences. I have realised that as a teacher, I never stop learning myself. As a result, I need to reflect and ask that if a child is not learning, then how can I change and tailor my approach to that child. Most importantly, I believe not only keeping up to date with new research and insights, but an opened mind as well, is paramount in promoting change and growth to our teaching approach.