TQS1 - Fostering Effective Relationships
- “They may forget what you said, but they will never forget how you made them feel.”
- - Carl W. Buechner.
In my classroom, I value universality and benevolence, believing that every student deserves equal opportunities to learn and thrive. Incorporating Indigenous ways of knowing is essential, as it promotes respect for diverse perspectives and fosters a sense of community. By integrating these teachings, I aim to create a learning environment that honours the interconnectedness of individuals and emphasises the importance of relationships and collaboration. This inclusion enriches the curriculum and helps students develop a broader understanding of the world around them.
To translate these values into my teaching, I use a flexible and dynamic approach. I thrive in an environment without strict boundaries, allowing students to explore and learn at their own pace. For example, I promote group projects to encourage collaboration and creative expression through various mediums such as art, writing, activities and technology. This method engages students and enables them to connect with the material in meaningful ways that cater to their individual learning styles.
Assessment in my classroom is both formative and summative, aligning with Wiliam's insights on effective evaluation methods. I prioritise formative assessments, such as vertical surfaces, exit tickets, peer feedback and dicussions, which provide real-time insights into student understanding and help me adjust my teaching strategies. Summative assessments, like projects and presentations, allow students to demonstrate their learning comprehensively. This dual approach ensures that students actively participate in their learning process and receive feedback that guides their growth.
Embracing diversity in learning needs is a cornerstone of my teaching philosophy. I recognise that each student brings unique strengths and challenges, and I celebrate this diversity by offering varied assignment options. Some students may excel in collaborative settings, while others may prefer independent work. By providing choices, I empower students to engage with the material in ways that resonate with them, fostering a sense of ownership over their learning.
Ultimately, I want my students to leave my classroom with a strong belief in their abilities and a commitment to treating others with kindness. I strive to be a supportive guide on this journey, creating an atmosphere where learning is a shared adventure—characterised by discovery, growth, and genuine care for one another. Through this approach, I hope to inspire my students to succeed academically and become compassionate, engaged members of their communities.
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