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Professional Identity

by Lenise Strydom

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Professional Identity
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Lenise Strydom
4th year Student
ST10118451
Teaching Philosophy
I have always placed a high priority on the relationships I have developed with learners when I consider my duty as an educator. I want to talk to them about topics and concerns that are significant to them in order to find out how they see the world and the concepts we are studying in class. With everyone exchanging ideas, interacting, and learning from one another at the same time, I want my classroom to feel less like a classroom and more like a community. I taught foundation phase learners because of this, among other reasons. I firmly think that if given the correct information and resources, young people can make significant positive changes in the world.

I want to help my foundation phase learners achieve their life goals by providing them with the resources they need to improve not just their content and subject knowledge but also their perspective on life in general. Mutual respect, trust, and understanding are, in my opinion, the cornerstones of a healthy relationship between educators and learners. To properly evaluate learners' needs and wants, a teacher must first have a thorough understanding of her learners' backgrounds.

The teacher has to be the one to initiate good communication because some learners or parents will take the initiative. When mutual respect is built and both the teacher and learners are aware of each other's objectives and points of view, the teaching and learning process will work well. The teacher should help her learners understand how to use these resources, and she should create special plans for the inclusion of learners with special needs and learners' for whom the classroom wall should be decorated with interesting and practical bulletin boards. This will make the classroom fun and engaging, which is how learning is best conducted in the classroom.
The reasons I hold the beliefs I do stem from my own experiences. I have always valued the teachers I have been able to connect with, and I gained a great deal of knowledge from them. I will put my beliefs into practice by cultivating positive relationships with each and every one of my learners. I'll make sure my classroom is a happy place to learn, that learners' needs are addressed, and that I impart moral values and good learning habits. To make sure my learners are learning what they need to, I will employ efficient teaching techniques.

Having spent the last four years in the classroom, I've gained a great deal of insight into the idea that learners should be given dynamic, hands-on learning experiences. I firmly believe that this is one of the most effective ways to ensure that learners learn and will learn. This is why I support progressivism. Learning is enhanced, in my opinion, when learners are learning about topics that they find interesting and relevant. Every student has different requirements and learning styles, and progressive education enables learners and educators to collaborate to create a learning environment.

Based on my own experience, I believe learners should ask their own questions and conduct their own experiences, which in turn helps them draw their own conclusions. As learners are given various opportunities, I know from my personal experience that this is true. Existentialism is another teaching philosophy that I believe in. It emphasizes the learner's creative choice and gives them individual freedom.

Human development is a social process, according to Lev Vygotsky's sociocultural theory, in which children acquire their cultural values, beliefs, and problem-solving techniques via group discussions in the classroom , which will conduct learning positively and effectively within the classroom
Classroom Management
My classroom management strategy involved using group work and rewards. The classroom rows were divided into four groups, each with 10 learners: the Nemo's, the Dories, the Turtles, and the Starfishes. When individuals in a group behave well, one clip-on starfish from that group goes into the fish tank; when members of the group behave poorly, one clip-on from that group goes out of the fish tank. At the end of the week, the group with the most members in the fish tank gets a lollypop.

Since positive reinforcement has more advantages than punishment, I decided to include it in my classroom management system design. This is because my students would gain most from it. Even though my class lacked good behavior, I didn't think it was necessary to discipline them because I wanted to improve certain characteristics.

Positive reinforcement increases students' motivation, confidence, and engagement—all of which I thought this class was little lacking because they had a reputation for being an unruly group and were aware that their behavior was decreasing. I intended this system to be time-efficient, requiring minimal time to implement. One benefit of positive reinforcement systems is that they deliver concrete consequences for desired behavior without requiring a significant amount of time to address behavioral issues.
The clip-on creature that they could instantly see in the fish tank served as a simple incentive for the groups' good behavior during teachings and class. This was a crucial point to remember. The reinforcer inside the strategy was the reward of the clip-on see creature, while the group winners received the award at the conclusion of each week. For this method to be effective, it had to be administered immediately following the positive act.

Two reasons, the availability of resources and the necessity of promoting teamwork, influenced the choice to develop the rewards system group-based. It was not practical for me to provide every youngster a fish tank and clip-on sea animals and then monitor their conduct equally for the purpose of the fish tank system. A textual point system might have sufficed, but I really wanted to use actual reinforcements, which would not be feasible for every student.

Since there are so many students in the class, I used group work in the lesson I gave them based on their groups. This is because the students do not frequently utilize the collaboration learning technique. In an effort to foster a culture of reward-based behavior, I designed my classroom management system with a special emphasis on groups. Every week, a fresh batch of clip-on sea creatures will be added to the fish tank.
Classroom
Management
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