Learners
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 (Snowman, Dobozy, Scevak, Bryer, Bartlett &Biehler, 2009).
These students will learn best in a safe and supportive environment. Such an environment promotes children's mental health and wellbeing which provides them with the opportunity to maximise their learning as a result of their increased confidence and optimism (DEECE, 2013).