How to Answer "What Is Your Teaching Philosophy?" When you apply for a job as a teacher, you may be asked about your teaching philosophy.
This is not the sort of question you should fumble or improvise on the fly. You’ll look unprepared for the job if you don’t have a ready answer. Teachers are expected to be able to talk about their philosophy. On the other hand, if you have a succinct and clear philosophy, the hiring manager will be impressed by your ability to think about the methods and goals of your teaching practice. Before the job interview, make sure you have a philosophy that you can neatly articulate. The Zone of Proximal Development - Planning for Progress. Stretch and Challenge. How to stretch and challenge your students. There are two ways to interpret the phrase “stretch and challenge”.
On the one hand, it relates to whole-class teaching and the importance of stretching and challenging every pupil’s thinking. On the other, it relates to individuals and the importance of pushing the thinking of the most able pupils. Both interpretations are equally valid and essential components of great teaching. Stretching and challenging all pupils As teachers, we know it is not enough for our pupils to coast through lessons, picking up the minimum they need to get by. Planning When creating your lessons, ask yourself if the content is sufficiently demanding. Ideally, you should be aiming for material that is just beyond the point pupils have already reached – something just at the edge of their capabilities. To judge whether your content is sufficiently challenging, elicit information from your pupils.
Do not be averse to plunging your pupils into the realms of uncertainty from time to time. 1. 2. 3. Teaching Strategies that Enhance Higher-Order Thinking. One of the main 21st century components that teachers want their students to use are higher-order thinking skills.
This is when students use complex ways to think about what they are learning. Higher-order thinking takes thinking to a whole new level. Students using it are understanding higher levels rather than just memorizing math facts. They would have to understand the facts, infer them, and connect them to other concepts. Here are 10 teaching strategies to enhance higher-order thinking skills in your students. 1. Help students understand what higher-order thinking is. 3 ineffective reading teaching strategies to stop using, and 3 to add to your...
If designed correctly, your learning space can actually boost students’... We look at some of the most effective school and classroom design trends that... Pace and depth of learning. When evaluating the quality of teaching in the school, inspectors must consider: “the extent to which the pace and depth of learning are maximised as a result of teachers’ monitoring of learning during lessons and any consequent actions in response to pupils’ feedback” (Ofsted evaluation schedule January 2012) The above reference to ‘Pace and depth’ of learning in the January Ofsted framework, on which this set of posts was originally based , is not included in the latest (September 2012) Handbook for school inspection.
It is mystery (to me anyway) why it was removed, nevertheless I suspect it remains a fundamental part of the judgment process and as I believe that pace and depth of learning are inseparable from progress, I decided to do the post anyway. Objectives. Why do people leave them till last?
Objectives are a starting point. You start projects with objectives, you start a journey with a destination (objective!) In mind! So why why why do teachers so often plan lessons based on a topic and then at the end (usually after creating a beautiful PowerPoint) think about what the objectives for the lesson should be? I see this a lot in trainees, but often in class teachers who’ve been doing the job a long time. For trainees I understand why it happens, as a trainee you’re so focused on including so many things into their lessons you can over look the objectives because you perhaps don’t see the value in them. Stretch and Challenge - Improving not proving. Social Development Theory. Vygotsky sociocultural development. Zone of Proximal Development and Scaffolding in the Classroom. Applying the Zone of Proximal Development in the Classroom - What is the zone of proximal development? Independent Thinking - Blog. The following model is the one we use as the cornerstone to underpin relational practice.
It is based on a model originally created by Malcolm Glaser, but more recently promoted by Ted Wachtel and Paul McCold. It’s called the Social Discipline Window and it's the basis for a restorative practice model built on high challenge and high support. (Actually, the original version uses the word ‘control’, but I replace it with the word ‘challenge’ in the work I do for reasons that will become clear.) High challenge, high support is one of the ‘four ways of being’ but it is the one that pays dividends when it comes to getting the best out of young people. In a nutshell, these fours ways are: Doing things to othersDoing things for othersDoing things with others and let’s not forgetSod ‘em Working with young people in a high challenge, high support manner means you are definitely doing things with them.
But what does high challenge, high support look like? 60formativeassessment.