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I promote verbal interaction in the classroom by allowing students to participate in discussions where they have a relevant question or comment. This creates an environment where democratic decisions can be made and communication skills learnt and practiced. Limits and controls will be set in place but simultaneously independence is encouraged. At the beginning of the year the students will be involved in decisions regarding rules and consequences, however, as the teacher and an elder person the students will be required to understand that I am still in charge of the classroom and deserve respect in my role as the leader. In creating a democratic classroom the students are allowed to exercise more self-control. Given this opportunity to make choices they develop responsibility for their actions and feel pride in displaying positive behaviour patterns.   A transmission view of teaching carries particular pedagogical messages and inadequacies. A classroom in which the teacher passes the necessary knowledge and skills to the students is a classroom that promotes dependency. This in turn leads to inactivity or constrained activity, with the students doing only what the teacher wants in the manner dictated. Evolving teacher practices incorporate real world experiences, immersions in activity, language based pedagogies, use of concrete materials, active child centred learning, and co-operative group work to allow students to express and develop understandings. To facilitate constructivism the teacher has the responsibility to create problems that can challenge interpretations and capture the students' imagination. Constructivists value enquiry and discovery instead of theorems and proof, consequently teaching and learning shifts focus from teacher delivery of knowns to learner investigation of unknowns. Over time the sophistication of the students' methods of problem solving increases as they use them. Teachers become mediators of students’ encounters with their social and physical worlds and foster intellectual, social and moral growth. My teaching methods encourage input and engagement from the students at all times through discourse and pursuing the students’ questions and enquiries. Students are encouraged to work collaborative, to listen, to reflect, to challenge, to negotiate and re-negotiate meaning. Students will be asked to write on the whiteboard, explain their answers and give explanations to problems. I guide students through problems rather than leading them allowing students to construct their own meaning of the concepts being taught. Constructed meaning is knowledge that students value, are more likely to retain and use in real world problems. Positive remarks and encouragement is given when it is earned. Students feel that they can freely involve themselves in discussion and problem solving without the fear of negative feedback. I recognise the fact that students vary in their abilities, background, interests, maturity levels and motivations. I am responsible for creating lessons that are able to engage this mix of individuals by the use of materials and teaching techniques that create interesting, challenging and relevant lessons for all levels. My actions reflect on the students and therefore I act with calm, thoughtfulness, common courtesy and respect. I gain respect in the classroom as a result of expertise and referent power. Expertise power comes as a result of my knowledge base where my opinions are sought after and respected. Referent power comes from the positive relationship I build with the students. I take time to learn the students’ names, interests and personalities. I present myself as a caring, trustworthy and fair teacher. Students find that I am easy to approach and concerned for their progress and wellbeing. Graduate Diploma in Secondary Education HEG1602: Education Systems and Issues Personal Teaching Philosophy Graham Taylor Page  PAGE 3  DATE \@ "d/MM/yy" 3/10/03  Teese R. (2000). Academic Success and Social Power: Examinations and Inequality. Carlton South. Melbourne University Press.  Pearl A, Knight T. (1999). The Democratic Classroom: Theory into Practice. NJ. Hampton Press.  Victoria University of Technology course material. (2003). Theory Skills and Practice, and, The Broad Context of Teaching. Footscray. Victorian University of Technology.  Malone J, Taylor P.C.S. (1993). Constructivist Interpretations of Teaching and Learning Mathematics. Perth, Curtin University of Technology.  Mathematics Association of Victoria. (1993). Mathematics of Primary Importance. Melbourne, The Mathematical Association of Victoria.  Davis R.B, Maher C.A. (1993). Schools Mathematics and the World of Reality. Massachusetts, Allyn and Bacon.  Armstrong D., Henson K., Savage T. (2001). Teaching Today. New Jersey, USA. Prentice Hall.  Christopher G., Arthur M., Butterfield N. (1996). Promoting Positive Behaviour. South Melbourne, Australia. Thomas Nelson. x}Ž’“”БЉЊЋЌ­Ўq r з и b c рс126 ЂЕЖМНОПРСдемнорсѓ1^_{ЊОПќ:klmањћ)J‚ЁЭя№*LMN€ШЬ§њ§§ї№№№№№№№№эцлцлблцлцлблэ№Э№Э№Э№њЧњ№Э№Э№Э№њЧњ 6CJ]6]CJmHnHsH ujCJUmH sH  CJmH sH CJ j0JUCJCJCJ N/01YZ[yz{|}Ž‘’“БВJЏ§§§§§§јіііііііііііјјєєє§§єєє$a$6рЫўўўЏe пт56^„ЁЂопр^ОkњяLЩЪЫЬ§§§§§јјјјі§§єєє§єєє§є§§$a$,1hА‚. АЦA!А"А# $ %ААХАХ Ф i8@ёџ8 NormalCJ_HaJmH sH tH 6@6 Heading 1$@& 5CJ\22 Heading 2$@&6]<< Heading 3$$@&a$ 5CJ\<A@ђџЁ< Default Paragraph Font,@ђ, Header  Ц9r , @, Footer  Ц9r &)@Ђ& Page Number.U@Ђ!. 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