Similar to a packet of coloured pencils where no two pencils are the same, my classroom will consist of learners with diverse:
- cultures and backgrounds
- learning styles
- social and emotional needs
- life experiences
- abilities and skills. (Groundwater-Smith, Ewing & Le Cornu, 2011).
The following image represents the beliefs I hold about learners. I see them as powerful, capable individuals who all have an equal right to a quality education that equips them with the skills for life beyond the classroom. This view of the learner reflects Woodrow's image of the child as embryo adult. Woodrow (1999, p. 10) suggests that this view sees childhood as a number of stages of development, similar to Piaget’s theory of cognitive development. Children move through these stages at different rates and may actually exhibit characteristics and behaviours across more than one stage at a time. Further supporting my belief that all children are individuals. The image of child as embryo adult is further supported by The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008, p.4) which states “Education equips young people with the knowledge, understanding, skills and values to take advantage of opportunity and to face the challenges of this era with confidence.”
The powerful and capable learners who I will teach will be encouraged to think critically and creatively through engagement in a balance of independent and collaborative authentic tasks. Cognitive development is enhanced through engagement with peers, teachers and parents. Therefore, the social interactions my learners will engage in are underpinned by Vygotsky’s social constructivism theory (