My Professional Portfolio

About Me

An example of an inclusive classroom:

I feel that, as a teacher, I have been able to successfully promote world culture and inclusion for all. One example of this inclusive practice was when I taught a child who has Down syndrome. He often found it challenging to fully engage in lessons, due to his difficulty in articulating his ideas to his peers. I planned a lesson in which the class were to produce and perform raps based on deforestation. As the Down syndrome child had previously told me that he was ‘obsessed with Olly Murs’, I decided to rewrite the lyrics to his favourite song, now based on persuading loggers against destroying the rainforest, and performed the song with the child to the class. The child engaged with all subsequent lessons based on the rainforest, with his new knowledge gained from his performance. This particular instance is one of many that I am particularly proud of, as I witnessed an otherwise struggling child engage with his peers, feel valued and improve academically. This instance also highlights my ability to be flexible with teaching styles; I consistently seek to use popular culture and the interests of children within my class to guide planning and lesson delivery. It is this enthusiastic approach that I take towards teaching that helped me to achieve an ‘Outstanding’ grading as a ‘School Direct’ trainee teacher.

I feel children will be more successful in their learning if they are enthusiastic towards it. Throughout my career, I have remained mindful of all school policies and ensure that they are consistently applied. I have worked consistently within the behaviour policies of my schools, each time with positive results, through implementing my own ideas of how to positively motivate a child’s performance. Each school that I have worked at has used a merit system to reward pupils who are positively contributing to the learning environment. In addition, I decided to introduce a ‘secret agent’ strategy to further support the high standard of behaviour and effort expected from all pupils (I would be willing to explain this strategy in greater detail at an interview). This approach also promotes peer learning and cohesion; values I strongly believe help pupils to holistically succeed in and out of school, and feel would fit in well with any school behaviour strategies.

The above quote has been the basis for every lesson I've taught, and is something that I constantly remind myself of. I'm not sure who said this quote originally, but I first heard it from my mentor as a student teacher (and now very good friend) Andrew Collins. This statement resonated with me from the moment I heard it and has spurred me on over my years of teaching. We cannot force a child to learn, nor can we force a child to want to learn. We can throw every reading book and maths problem in the world at a child, but if he/she does not want to learn then they won't.

Therefore, we have a role as teachers to inspire children to want to learn. We have a duty to nurture their inquiring minds and provide them with opportunities to develop as unique individuals with an appreciation and understanding of the world around them. I feel strongly that we as adults have a duty to aid and facilitate children’s education, as well as treat them as individuals who will someday play a fundamental role in society. We should equip them with the skills and tools to inquire into the world in order to understand and help develop it.

My ethos is that all teachers should display enthusiasm towards education and should be able to clearly and confidently communicate with children in creative and stimulating ways that positively engage them in their learning; traits that I believe I possess and have developed through various primary school experiences.

I have a genuine passion for supporting children in developing core skills and knowledge to equip them for life; I firmly believe that the effect a good school teacher has on a child’s early education and moral values is crucial to their later development; a role that I view to be greatly rewarding on a personal level. It is due to these beliefs and attributes that I have recently completed a Master’s degree in ‘Advanced Educational Practice’.

I hold the philosophy that pupils should be given access to fulfil their full potential, both in academic attainment and in understanding and enjoying the world we live in. In order for pupils to achieve this potential, I feel that a strong parent-school link is necessary to further motivate and support child development. During my time teaching both in Sefton and Muscat, I feel that I have built strong relationships with the parents of my pupils and a very positive reputation throughout both school communities. Doing so has given me the opportunity to share and discuss strategies for improving attainment and achievement in all pupils within my classes.

I find it thoroughly enjoyable and fulfilling to engage with children in all academic subject areas, and feel a genuine sense of pride when a child accomplishes a difficult task and develops their understanding of a subject. To facilitate academic achievement in children has become a clear goal for my career; I do not see teaching as a job, but as a vocation.