Teaching Practice
My philosophy of teaching revolves a lot around mutual respect between my students and myself, with a desire to build a strong rapport and understanding so that we can progress through our learning as a collaborative unit. In using teaching methods like peer teaching and learning, as well as a heavy incorporation of group exercises and teamwork, I want my students to work together to solve problems, communicate and become more independent learners as they discover their artistic language and aesthetic preferences. As a teacher I want to provide the best opportunities to my students for them to reach their fullest potential, and share my passion for art with them so they can find something that inspires them to explore their own personal interests.
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My goals for teaching in the future involve a much bigger emphasis on Diversity, Intersectionality, Decolonisation and Ethics in the classroom - with regards to the supporting artists I use, and the conversations we have in the classroom, constantly questioning the canon of Art History we have been taught in the past. I want my students to realise the important parts they play in history and also in the Environment, by incorporating sustainability and our EU Development Goals into our projects. My teaching style also reflects my teaching philosophy, as I aim to create a calm, peaceful and safe atmosphere in the classroom; an environment where students can experiment and take risks, learning from past mistakes and discovering which artistic processes they connect with.
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Classroom management has always been an important consideration in my teaching philosophy, as I want students to feel safe enough to express their opinions and their individuality in my classroom. As a teacher I feel it is my responsibility when it comes to any behavioural issues, to reflect on what part I have to play in causing or escalating problems with students, and work to try and understand a given situation before deciding on a course of action. As a student of Psychology during my degree, and through working with children and young people, I know not to have an immediate reactionary or emotional response that could escalate a situation. Keeping an open mind and having an even temperment is essential to the way I work with my students to solve any behavioural issues that arise, and lets my students know that they are in the presence of a responsible adult that will safeguard and help them with any personal issues they have in school or at home.