“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.”
Paulo Freire
Paulo Freire
"We must transport our students beyond the current scope of the curriculum to places of risk and challenge, to create in them global citizens and agents of change."
Ryan and Deci speak of the three psychological needs of the child: relatedness, autonomy and competence. According to them, these needs must be nurtured in order for students to develop self-determined (or autonomous) learning. Personally, I would go a step further and say that it is not only the educator's duty to ensure their students are valued, respected and safe, but we must transport our students beyond the current scope of the curriculum to places of risk and challenge, to create in them global citizens and agents of change.
Education is the greatest tool for social change and anti-oppressive pedagogy is something that I am passionate about. I believe that as an educator it is my responsibility to create of my students the best possible citizens, able to participate wholly in society, to practice justice and compassion, with equal opportunities for success and a passion to take part in the fight against oppressive structures which dehumanise and devalue the most vulnerable and marginalised. Through applying methods of inquiry-based learning coupled with support, I endeavour to turn the attention of the student from the Other to the self, that is, to not merely study the worlds of those who are different, but to realise why and how difference has been formed and in that analysis to discover perhaps no different at all. Teaching is as much about unlearning as it is about learning, and teachers should not be afraid to have students question their beliefs, identities and conceptualisation of the world.
I have with me the knowledge from the Master of Teaching at The University of Melbourne. I have learned fro the likes of John Hattie, Bill Rogers and Patrick Griffin, in a university that is ranked third in the world for it's teaching course (behind Oxford and Cambridge), and I have demonstrated extensive skills and exceptional grades in my practice and learning.
This aside, I believe it is my drive and passion for education and my commitment to social change which sets me apart from other teacher candidates. You will see on this blog a multitude of volunteer work and teaching experience, started years before commencing the Master of Teaching. To me, a great teacher is vulnerable, authentic, informed, reflective and challenging. They inspire their students and provoke inquiry, all the while forming relationships which allow for the creation of deep and lasting channels of knowledge.
Education is the greatest tool for social change and anti-oppressive pedagogy is something that I am passionate about. I believe that as an educator it is my responsibility to create of my students the best possible citizens, able to participate wholly in society, to practice justice and compassion, with equal opportunities for success and a passion to take part in the fight against oppressive structures which dehumanise and devalue the most vulnerable and marginalised. Through applying methods of inquiry-based learning coupled with support, I endeavour to turn the attention of the student from the Other to the self, that is, to not merely study the worlds of those who are different, but to realise why and how difference has been formed and in that analysis to discover perhaps no different at all. Teaching is as much about unlearning as it is about learning, and teachers should not be afraid to have students question their beliefs, identities and conceptualisation of the world.
I have with me the knowledge from the Master of Teaching at The University of Melbourne. I have learned fro the likes of John Hattie, Bill Rogers and Patrick Griffin, in a university that is ranked third in the world for it's teaching course (behind Oxford and Cambridge), and I have demonstrated extensive skills and exceptional grades in my practice and learning.
This aside, I believe it is my drive and passion for education and my commitment to social change which sets me apart from other teacher candidates. You will see on this blog a multitude of volunteer work and teaching experience, started years before commencing the Master of Teaching. To me, a great teacher is vulnerable, authentic, informed, reflective and challenging. They inspire their students and provoke inquiry, all the while forming relationships which allow for the creation of deep and lasting channels of knowledge.
"Teaching is at heart a communicative activity, and it is at heart about relationships that enable learning"
Ground-Water Smith
Ground-Water Smith
