The answer within

This week I’ve been thoroughly enjoying some of the readings for my coursework units. One reading in particular has really got me thinking, and I’m finding myself asking so many questions about my beliefs, my values, and exactly what it is about teaching that makes me want to do it. I mean, why do I really want to become a teacher?

The chapter “Moving your story forward: frameworks for thinking about learning and teaching” (Dixon et.al, 2004) asks emerging teachers to identify the core set of beliefs and values that underpin our lives, which will ultimately play a large part in shaping our professional identity as teachers. I found the reading to be very beneficial, as I believe that by establishing a personal set of beliefs and values right from the very start of my teaching career, I will have my own “working reference” to guide the actions and decisions that I will need to make as I travel on my own personal journey to becoming the best teacher I can possibly be.

So I pondered - Who am I? What do I believe in?

If I am honest with myself, one fundamental answer continues to emerge - I want to help change lives. I want to lift up, encourage, guide, challenge, celebrate and enjoy watching my students engage with learning, becoming their best. That’s it. I want to help change lives, for the better.

I want to be one of those people who, 20 years after teaching Little Johnny at school, he comes up to me one day with children of his own and says “you know, Ms. Smith (or Laura… or Miss Laura… whatever I may be called one day!) having you as my teacher had such a huge impact on my life. I’m so grateful that you really believed in me. Thank you so much!”

I want to make learning fun. I want to be on a journey of discovery alongside my students. I want to help foster a love of learning – particularly of books, of research, of knowledge. I also want parents, carers, and community members to play a large part in children’s learning experiences. I want the kids of my chosen early-primary context to have the opportunity to learn in a safe and supportive environment – a place where they can explore and make connections between concepts. I want the things that I teach them to be relevant and personally meaningful. I want them to ask questions, to really think critically about what they are learning about. I want my kids to experience the joy of discovery, and share those wonderful moments with them when the light bulb comes on, when it all comes together, when they really “get it”… and when they realize that they want to know more.

But no matter how deep and meaningful a philosophy may be, it is but one part of the whole. The challenge as I see it will be to develop my own unique identitiy, using my philosophy as a guide, whilst ensuring that my practice is aligned to the AITSL teaching standards, the policies of my future school, and the guidelines for ethical practice that pertain to my future teaching context.

REFERENCES

Dixon, M., Ferguson, P., Hay, T., Moss, J., White, J. (2004) Moving your story forward:frameworks for thinking about learning and teaching (Chapter 2). In M. Dixon, P. Ferguson, T. Hay, J. Moss, & J. White (Eds.), Invitations and inspirations: pathways to successful teaching (pp.12 – 30). Calton South, Vic.: Curriculum Corporation, 2004

Australian Institute for Teaching and School Leadership (2012). Australian Professional Standards for Teachers. Retrieved 5th March 2014 from http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers/Standards