Thomas Wachtel
Bachelor of Education (R-7)/
Bachelor of the Arts
This website will act as a blog, learning hub and ultimately showcase my professional development. Feel free to comment on any of my blog posts.
Personal Statement
Relationships
Throughout my final practicum at Prospect Primary I was able to foster positive relationships with students, colleagues and parents. I believe that relationships are a key element of teaching and learning. When strong reliable and trustworthy relationships are formed with each student, they feel comfortable in their environment which then maximises their learning potential. I develop relationships through several means. I fostered relationships with colleagues by regularly attending staff meetings, collaborating with my mentor teacher, having professional conversations around unit and lesson planning, asking about their interests/passions and offering to assist where possible. I built relationships with students by asking about their interests, incorporating interests into learning and giving them choice where applicable. I engaged with parents by including them in the learning process via Seesaw (app). The app allowed my students to share their work with their parents and the wider community.
Evidence of my relationships can also be found at my current job as a preschool sports instructor. I build positive relationships by showing genuine concern for their wellbeing, enquiring about their interests and providing meaningful feedback on their learning. By maintaining lines of communication with parents and students I am able to listen to their feedback on my teaching and adapt accordingly. I have received outstanding feedback from parents on my ability to communicate with their children. If myself, my students and their parents are all on the same page we can work together to reach a common goal.
My ability to create positive relationships in a variety of scenarios is a key skill I have used in making the move from the small country town of Keith to Adelaide. Engaging with the broader community is an integral part of teaching and remains close to my heart. I participate in the broader community by participating in popular town events and local football. This allows me to communicate with parents, colleagues and build an understanding of the profile of the school and community. I participate in playing football for the Torrens Valley Football Club and volunteer for associated responsibilities that come with the club. Moving to Adelaide has equip me with the skills to embed myself within the community and create constructive relationships while doing so.
Student Learning
I hold student learning in the highest regard. Students are at the centre of everything I do. Students learning can be measured through assessment and students level of engagement. I believe engagement and student learning go hand in hand. If students are truly engaged in what they are learning it gives them the drive and passion to pursue more and creates lifelong learners. As teachers, we don’t want our students to simply recall information but to become powerful learners.
To create powerful learners, I use a variety of different strategies to cater for the broad diversity of students. Each student has their own learning profile, interests and readiness which I catered for during my time at Prospect Primary. I used various strategies and methods including: flexible grouping, rotations, open ended tasks, use of technology and provocations (Reggio Amelia approach). Throughout my placement I used flexile seating and grouping to differentiate tasks. I received positive feedback from students who enjoyed working with different people. By switching between small groups, whole class, pairs and individual work it allowed students flexibility in their learning and adapt to different approaches.
For student learning to commence students need to feel comfortable in the classroom environment. During my practicum, I encouraged a transformative classroom which allows students to have a voice and feel comfortable to express their ideas. As a class we discussed ‘would you rather’ questions which enabled students to share their views without fear of embarrassment and judgment. By promoting a Growth mindset to students, they feel safe and able to make mistakes in the classroom. I also use a growth mindset myself. I believe it is empowering for students to see the teacher make mistakes and understand that anyone can make mistakes and bounce back.
Curriculum
From my university education, I have become a highly skilled teacher of the primary years in areas such as English. I have planned lesson and unit plans which cater for all student’s needs in accordance with the Australian Curriculum. By constantly interacting with the Australian Curriculum I have gain knowledge of the required outcomes for multiple year levels. I have vast experience in planning lesson and units linked to the achievement standards for the years 1,4,5 and 7 in a variety of subject areas. I refer to the content descriptors and elaborations to help guide the content of each subject. Having knowledge of the curriculum allows me to be transparent with my students about exactly what outcome they are focussing on.
One of the most powerful tools used for both student engagement, differentiation, communication and ultimately deliver the curriculum is technology. During my practicum, I confidently used technology such as the interactive whiteboard, IPads and Coding bots (Beebots). I also am confident to use apps and programs such as Jolly Phonics, BeeBots and Seesaw. By embedding elements of technology throughout my teaching, students become familiar with the devices and can use them to their advantage.
Safe Work Practices
From my university studies, I have gained knowledge and understanding of work safe practices and procedures that keep everyone safe. It is pivotal to create a safe learning environment for students both inside and outside the classroom.
I am aware of the DECD Occupational Health Safety and Welfare Policy, and understand that each school has its own set of safety practices in place. I have participated in whole school invacuation and evacuations procedures and calmly instructed students on the appropriate action required. I have completed Responding to Abuse and Neglect training, Provide First Aid and Basic Emergency Life Support.
Student safety extends far beyond the classroom with students having access to ICT in their homes. I have participated in an ICT safety education program called Connect Ed. The Connect Ed program details how teachers can keep students safe in the classroom and inform/involve parents in the process.
Throughout my final practicum at Prospect Primary I was able to foster positive relationships with students, colleagues and parents. I believe that relationships are a key element of teaching and learning. When strong reliable and trustworthy relationships are formed with each student, they feel comfortable in their environment which then maximises their learning potential. I develop relationships through several means. I fostered relationships with colleagues by regularly attending staff meetings, collaborating with my mentor teacher, having professional conversations around unit and lesson planning, asking about their interests/passions and offering to assist where possible. I built relationships with students by asking about their interests, incorporating interests into learning and giving them choice where applicable. I engaged with parents by including them in the learning process via Seesaw (app). The app allowed my students to share their work with their parents and the wider community.
Evidence of my relationships can also be found at my current job as a preschool sports instructor. I build positive relationships by showing genuine concern for their wellbeing, enquiring about their interests and providing meaningful feedback on their learning. By maintaining lines of communication with parents and students I am able to listen to their feedback on my teaching and adapt accordingly. I have received outstanding feedback from parents on my ability to communicate with their children. If myself, my students and their parents are all on the same page we can work together to reach a common goal.
My ability to create positive relationships in a variety of scenarios is a key skill I have used in making the move from the small country town of Keith to Adelaide. Engaging with the broader community is an integral part of teaching and remains close to my heart. I participate in the broader community by participating in popular town events and local football. This allows me to communicate with parents, colleagues and build an understanding of the profile of the school and community. I participate in playing football for the Torrens Valley Football Club and volunteer for associated responsibilities that come with the club. Moving to Adelaide has equip me with the skills to embed myself within the community and create constructive relationships while doing so.
Student Learning
I hold student learning in the highest regard. Students are at the centre of everything I do. Students learning can be measured through assessment and students level of engagement. I believe engagement and student learning go hand in hand. If students are truly engaged in what they are learning it gives them the drive and passion to pursue more and creates lifelong learners. As teachers, we don’t want our students to simply recall information but to become powerful learners.
To create powerful learners, I use a variety of different strategies to cater for the broad diversity of students. Each student has their own learning profile, interests and readiness which I catered for during my time at Prospect Primary. I used various strategies and methods including: flexible grouping, rotations, open ended tasks, use of technology and provocations (Reggio Amelia approach). Throughout my placement I used flexile seating and grouping to differentiate tasks. I received positive feedback from students who enjoyed working with different people. By switching between small groups, whole class, pairs and individual work it allowed students flexibility in their learning and adapt to different approaches.
For student learning to commence students need to feel comfortable in the classroom environment. During my practicum, I encouraged a transformative classroom which allows students to have a voice and feel comfortable to express their ideas. As a class we discussed ‘would you rather’ questions which enabled students to share their views without fear of embarrassment and judgment. By promoting a Growth mindset to students, they feel safe and able to make mistakes in the classroom. I also use a growth mindset myself. I believe it is empowering for students to see the teacher make mistakes and understand that anyone can make mistakes and bounce back.
Curriculum
From my university education, I have become a highly skilled teacher of the primary years in areas such as English. I have planned lesson and unit plans which cater for all student’s needs in accordance with the Australian Curriculum. By constantly interacting with the Australian Curriculum I have gain knowledge of the required outcomes for multiple year levels. I have vast experience in planning lesson and units linked to the achievement standards for the years 1,4,5 and 7 in a variety of subject areas. I refer to the content descriptors and elaborations to help guide the content of each subject. Having knowledge of the curriculum allows me to be transparent with my students about exactly what outcome they are focussing on.
One of the most powerful tools used for both student engagement, differentiation, communication and ultimately deliver the curriculum is technology. During my practicum, I confidently used technology such as the interactive whiteboard, IPads and Coding bots (Beebots). I also am confident to use apps and programs such as Jolly Phonics, BeeBots and Seesaw. By embedding elements of technology throughout my teaching, students become familiar with the devices and can use them to their advantage.
Safe Work Practices
From my university studies, I have gained knowledge and understanding of work safe practices and procedures that keep everyone safe. It is pivotal to create a safe learning environment for students both inside and outside the classroom.
I am aware of the DECD Occupational Health Safety and Welfare Policy, and understand that each school has its own set of safety practices in place. I have participated in whole school invacuation and evacuations procedures and calmly instructed students on the appropriate action required. I have completed Responding to Abuse and Neglect training, Provide First Aid and Basic Emergency Life Support.
Student safety extends far beyond the classroom with students having access to ICT in their homes. I have participated in an ICT safety education program called Connect Ed. The Connect Ed program details how teachers can keep students safe in the classroom and inform/involve parents in the process.
Current Philosophy of Teaching (2016)
The art of teaching is one filled with both struggles and transformative moments. There is no single principle, approach or teaching style which defines the perfect teacher. This leaves room for teachers to teach in their own distinct way. The ability to customise lessons, units and the classroom is one of the reason I decided to pursue a career in education. Teaching is a means of changing the world for the betterment of the future. Education itself is an ever adapting and changing field which must cater for the leaders of tomorrow. I believe that teachers have great influence over the future of their students and their lives. As Haim (2003) suggests, ‘In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized’
My passion for education lies in teaching the primary school years. Younger students possess the raw curiosity and primal learning which attracted me to the profession. I also believe that there is a limited amount of male role models in this area. Male role models at a young age can be influential in children’s lives. I place firm belief that young boys and girls should see positive male role models in all areas of life. Although being male does not have a direct impact on student learning it does impact on relationships and teaching styles students associate with their classroom and school in general.
Good teaching to me is directly linked to student learning and classroom environment. Although there is a common belief that more male role models are needed in primary school there is no direct link to student learning. In a survey collected by Lingard, nineteen 13 and 14 year old students were surveyed on their observations around quality of teaching. The survey found that ‘for the large part, the teacher's gender was perceived to be irrelevant. The findings indicate that students tend to value teachers who—regardless of gender—are able to maintain discipline in the classroom in a friendly, sensitive and impartial manner’ (2002). My beliefs about student learning and quality of teaching align with the beliefs on Lingard. Student’s performance is directly relational to the works of the teacher. I aim to present learning without gender or ethnical background bias and demonstrate that, regardless of who you are, you have the ability to learn and develop.
Although student learning remains my primary focus, students can’t achieve this without adequate classroom environment and culture. By creating a transformative classroom students feel they are free from judgement and feel safe and secure in the classroom. There are a number of important factors required to create a transformative classroom. These factors include (but not limited to): Acceptance, shared ownership, positive relationships, safety from embarrassment, fun and opportunities to learn (Ridley, Walther, & Ridley, 1995). I feel that by creating a transformative classroom with the listed factors my students have the best opportunity to learn and ultimately feel good about learning.
My teaching approach is based primarily on 2 different theories, cognitive and transformative. Vygotsky’s cognitive Zone of Proximal Development guides much of my teaching approach. The Zone of Proximal development entails that the student ‘receives instruction in what is accessible to him [or her] in collaboration with, or under the guidance of, a teacher’ (Gredler & Shields, 2007). This means that the student receive the appropriate level of challenge with assistance for the teacher. The ultimate goal being that students become self-actuating learners and achieved mastery of the desired field. Student learning cannot be achieve if I am unable to challenge students at the appropriate level for them while also pushing their boundaries.
It is important to note that although this is my current teaching philosophy it will evolve and change as I gain more experience. As I learn and grow in the teaching profession I aim to improve and gain a deeper understanding of teaching and learning. To improve my practice I will constantly review and gain feedback from both colleagues and students on all areas of my practice. This will enable me to prepare myself to equip the future leaders of tomorrow for any challenge they may face.
References
Australian National Curriculum, (2010). The Shape of the Australian Curriculum - Version 2.0. Sydney: Australian Curriculum , Assessment and Reporting Authority
Ginott, H. G., Ginott, A., & Goddard, H. W. (2003). Between parent and child: The bestselling classic that revolutionized parent-child communication. New York: Three Rivers Press.
Gredler, M. E., & Shields, C. C. (2007). Vygotsky’s legacy: A foundation for research and practice. New York: Guilford Publications.
Lingard, B., Martino, W., Mills, M. and Barr, M. (2002). Addressing the educational needs of boys. Report to the Department of Education Science and Training, Australia.
Ridley, D. S., Walther, B., & Ridley, S. D. (1995). Creating responsible learners: The role of a positive classroom environment (2nd ed.). Washington, DC: American Psychological Association
My passion for education lies in teaching the primary school years. Younger students possess the raw curiosity and primal learning which attracted me to the profession. I also believe that there is a limited amount of male role models in this area. Male role models at a young age can be influential in children’s lives. I place firm belief that young boys and girls should see positive male role models in all areas of life. Although being male does not have a direct impact on student learning it does impact on relationships and teaching styles students associate with their classroom and school in general.
Good teaching to me is directly linked to student learning and classroom environment. Although there is a common belief that more male role models are needed in primary school there is no direct link to student learning. In a survey collected by Lingard, nineteen 13 and 14 year old students were surveyed on their observations around quality of teaching. The survey found that ‘for the large part, the teacher's gender was perceived to be irrelevant. The findings indicate that students tend to value teachers who—regardless of gender—are able to maintain discipline in the classroom in a friendly, sensitive and impartial manner’ (2002). My beliefs about student learning and quality of teaching align with the beliefs on Lingard. Student’s performance is directly relational to the works of the teacher. I aim to present learning without gender or ethnical background bias and demonstrate that, regardless of who you are, you have the ability to learn and develop.
Although student learning remains my primary focus, students can’t achieve this without adequate classroom environment and culture. By creating a transformative classroom students feel they are free from judgement and feel safe and secure in the classroom. There are a number of important factors required to create a transformative classroom. These factors include (but not limited to): Acceptance, shared ownership, positive relationships, safety from embarrassment, fun and opportunities to learn (Ridley, Walther, & Ridley, 1995). I feel that by creating a transformative classroom with the listed factors my students have the best opportunity to learn and ultimately feel good about learning.
My teaching approach is based primarily on 2 different theories, cognitive and transformative. Vygotsky’s cognitive Zone of Proximal Development guides much of my teaching approach. The Zone of Proximal development entails that the student ‘receives instruction in what is accessible to him [or her] in collaboration with, or under the guidance of, a teacher’ (Gredler & Shields, 2007). This means that the student receive the appropriate level of challenge with assistance for the teacher. The ultimate goal being that students become self-actuating learners and achieved mastery of the desired field. Student learning cannot be achieve if I am unable to challenge students at the appropriate level for them while also pushing their boundaries.
It is important to note that although this is my current teaching philosophy it will evolve and change as I gain more experience. As I learn and grow in the teaching profession I aim to improve and gain a deeper understanding of teaching and learning. To improve my practice I will constantly review and gain feedback from both colleagues and students on all areas of my practice. This will enable me to prepare myself to equip the future leaders of tomorrow for any challenge they may face.
References
Australian National Curriculum, (2010). The Shape of the Australian Curriculum - Version 2.0. Sydney: Australian Curriculum , Assessment and Reporting Authority
Ginott, H. G., Ginott, A., & Goddard, H. W. (2003). Between parent and child: The bestselling classic that revolutionized parent-child communication. New York: Three Rivers Press.
Gredler, M. E., & Shields, C. C. (2007). Vygotsky’s legacy: A foundation for research and practice. New York: Guilford Publications.
Lingard, B., Martino, W., Mills, M. and Barr, M. (2002). Addressing the educational needs of boys. Report to the Department of Education Science and Training, Australia.
Ridley, D. S., Walther, B., & Ridley, S. D. (1995). Creating responsible learners: The role of a positive classroom environment (2nd ed.). Washington, DC: American Psychological Association
Reflection on change of Philosophy
In Progress...