EDFD452 Assessment Task 1
Individual Teaching
Philosophy and
Essay
By Claire Mathieson, S00104355
Tutorial Group: Wednesday 8am
Due Submitted: 2nd April
Claire Mathieson
S00104355
EDFD452 AT1
Essay
Within education there are many issues, theories and approaches that impact the
philosophies of a teacher. By undertaking professional development teachers gain an
extensive repertoire of educational knowledge and have a deep understanding of these
aspects, allowing them to form personalised teaching philosophies. These philosophies
encompass ideals that teachers believe are valuable and influence how they implement
teaching strategies in their learning spaces.
This essay aims to examine three main themes in education that could be prevalent in a
teaching philosophy. The first theme to be explored is Social Constructivism, which involves
the social influences that effect how learning is constructed and the importance of group
collaboration in student learning. The second theme is Cognitive Behaviour Theory, which
highlights the importance and benefits of student participation in behaviour management.
The third theme investigates the Humanist view, emphasising a student-centred focus and
promoting the value of individual differences.
Lev Vygotsky’s Social Constructivism (SC) is a theory explaining how student learning is
constructed and nurtured through sociocultural influences (Schreiber & Valle, 2013, p. 396).
Of central importance to this theory are the social interactions students have, which impact
student thinking and meaning-making (Jaramillo, 1996, p. 140; Powell & Kalina, 2009, p.
243). SC values a social, interactive context with teachers and students, resulting in students
creating individual meaning and ideas (Hinshaw, Burden & Shriner, 2012, p. 874; Powell &
Kalina, 2009, p. 241). Vygotsky’s theory recognises the differing experiences, backgrounds
and views that students have, as well as various ways of understanding concepts (Schreiber
& Valle, 2013, p. 396). This highlights the diversity of ideas and perspectives that students
bring when collaborating.
The underlying belief of Vygotsky’s theory is that learning is a social, collaborative process
with meaning-making centred on interactions between members (Schreiber & Valle, 2013,
p. 396; Krull, Koni & Oras, 2013, p. 219). When students engage in conceptual discussions
with teachers or peers, they develop a deep understanding of an idea (Windschitl, 1999, p.
751). This makes collaboration fundamental to students learning processes. The concepts of
Vygotsky’s theory mean through working with others, students will always have support in
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their learning. Through group collaboration students will practise their communication skills,
clarify their ideas and become respectful of others’ views (Watson, 2001, p. 144). These
skills will be beneficial in the long-term to students in school and society.
Students should be encouraged to participate in important discussions with their peers and
teachers, allowing for experiences that assist in the formation of knowledge and ideas
(Watson, 2001, p. 143; Schreiber & Valle, 2013, p. 398). During group work teachers act as
facilitators who support discussion, often through questioning (Hinshaw et al., 2012, p. 975;
Jaramillo, 1996, p. 136). Teachers cater to Vygotsky’s idea of a student’s ‘Zone of Proximal
Development’ (ZPD), by implementing group work, where children learn by engaging with
others (Powell & Kalina, 2009, p. 244). It is a way of building on students’ understandings
and knowledge, and extending their ZPD.
The significant links between Vygotsky’s SC and Inquiry-based learning are evident as they
both allow students to develop deeper understanding of an idea through meaning-making
and questioning. Both have the teacher act as a facilitator and a guiding support in learning
(Powell & Kalina, 2009, p. 246). Both give students responsibility for their learning and
encourage inquiry practices.
Behaviour and Classroom management approaches are vital aspects of a teacher-student
learning space, which if implemented correctly can mean a positive environment where
learning is fostered and students thrive. Cognitive Behavioural Theory (CBT) is a wellrecognised and widely used approach in Australian classrooms (Lyons, Ford & Arthur-Kelly,
2011, p. 6). It encourages the participation of students in the process of behaviour
management and allows them to be actively involved in improving behaviour (Lyons et al.,
2011, p. 6; Stevens & Lingo, 2013, p. 20). It gives student input in the classroom which is
beneficial as students feel involved and as though they are being heard.
Both cognitive and behavioural practices are incorporated in CBT, working to impact how
students consider, feel and act (Lyons et al., p.6). A central goal underpinning CBT is the
development of students’ individual management skills (Lyons et al., 2011, p. 7). These skills
help students monitor and evaluate their own behaviour, with the final goal being
behavioural independence. These skills help to develop students’ metacognitive skills (Lyons
et al., 2011, p. 7). Implementation of CBT creates an environment where students are given
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responsibility in determining behavioural practices, and where student contribution helps to
develop procedures for a classroom, which is extremely beneficial (Stevens & Lingo, 2013, p.
20).
In any CBT classroom, preventative behaviour and classroom management should be
implemented immediately so that students are aware of their expectations (Stevens &
Lingo, 2013, p. 19). These should be clear and concise so students understand expectations
and can be successful in meeting them (Syeski & Brown, 2011, p. 10). Implementing
classroom routines will help students understand the structure and procedures of the
classroom, as well as giving them the benefit of consistency and predictability (Brooks,
Rogers, Wong & Wong, 2012, p. 60). A CBT classroom structure creates an active learning
environment and assists in creating a safe and nurturing classroom, where students can
thrive.
All students in a classroom should be valued and respected as individuals in terms of their
learning, backgrounds and needs. This concept is imperative in a contemporary learning
space where the diversity of students is vast. The Humanist view on teaching identifies
students as individuals with differences that are to be respected (Matus, 1999, p. 305; Guey,
Cheng & Shibata, 2010, p. 106). It focuses on individual self and the person as a whole. It is
student-centred and concentrates on achieving, not only academically, but personally,
socially and emotionally (Matus, 1999, p. 305). The Humanist view focuses on addressing
individual students’ needs, motivations and values (Guey et al., 2010, p. 107).
A contributor to the establishment of the Humanist view was Abraham Maslow, who
developed a hierarchy of needs he believed all students should meet (Freitas & Leonard,
2011, p. 10). In this hierarchy, students need to have their physical needs met first, in order
for them to move up the pyramid and achieve their social development needs of selfesteem and self-actualization (Freitas & Leonard, 2011, p. 10; DeCarvalho, 1991, p. 90). This
hierarchy is indicative of the view that teaching needs to incorporate the entire individual,
including their needs and overall wellbeing. Teachers should implement a student-centred
classroom that allows students to inquire, make meaning, have choice and be a part of their
learning process (DeCarvalho, 1991, p. 101).
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A central theme to the Humanist view is the importance of individuality. Teachers need to
help students develop their individualism and provide ways they can express this (ZuccaScott, 2010, p. 36). Students should be taught that unique differences are to be encouraged
(Zucca-Scott, 2010, p. 36). Students need to recognise everyone should be given the same
opportunity, regardless of needs or differences (Guey et al., 2010 p. 111). Inclusion in a
school setting will reduce prejudice, create tolerance and acceptance which are values
needed for an inclusive society (Ncube, 2011, p. 2). Teachers need to recognise the diversity
of all students, and use strategies that will meet these students’ needs and cater for
diversity (Ncube, 2011, p. 1).
It has been demonstrated in this essay that the three themes explored are vital concepts in
education. The amount of evidence provided by multiple professionals with interrelating
ideas, suggests the importance of a deep understanding of each theme and how it is applied
practically. Understanding an approach like SC and its application will result in a greater
understanding of how learning is constructed and how it can be supported. It highlights
what is needed for students’ to successfully grasp concepts and have meaningful
experiences. Implementing behavioural theories such as CBT will result in increased student
participation in behaviour management. It will develop a sense of responsibility for
students, which is vital in the classroom setting. Viewing students with a Humanist view
means that there is a student-centred focus on the individual student as a whole person.
They are valued and respected for their individual differences, a concept that needs to be
instilled in students to benefit them in later years. The relevance of these ideals cannot be
underestimated and their strong evidence bases strengthen the validity of their current and
continued use in education.
Word Count: 1358 words
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Second Draft of ITP
I grew up in a household where there was a love of learning. I was always looking for ways
that I could learn and gain knowledge about things in the world. I liked to explore and
develop my understandings. Education was a strong value in my household and the
importance of it was instilled in me. This value is something that encompasses my desire to
be a teacher, and is something that I want to pass on to the next generation.
Having a thorough understanding of how students learn and construct meaning is vital for
anyone in education. As a pre-service teacher I connect strongly with Vygotsky’s Social
Constructivist learning theory. I believe that effective learning is a social, collaborative
process that is centred on interactions and communication. Social interactions and
discussions give students meaningful experiences where they can develop deep
understandings of concepts. When collaborating with peers or teachers, students will
always be supported in their learning. By implementing this theory, I aim to facilitate a class
where the different perspectives that students have are valued, and students feel safe and
comfortable to express their ideas.
A main goal for my future class is to develop a positive environment where learning is
nurtured and students thrive. I believe in any classroom, some form of behaviour
management needs to be implemented so that students are aware of their expectations. I
view Cognitive Behavioural Theory as an approach that has significant benefits in the
classroom in terms of student behaviour, allowing students to be actively involved in
behaviour management. It develops students’ management skills, assisting them to evaluate
their own behaviour. I believe it is important to give students responsibility for their own
actions. This behavioural theory gives students responsibility in determining behavioural
practices, as well as class rules and procedures. It is a theory that I would feel confident in
implementing in my classroom, based on positive results it may bring.
I am a strong believer in teaching to the student as a whole person, rather than focusing
solely on academics. I believe that student wellbeing is a significant influence on learning,
and should be a focus. The Humanist view encompasses these beliefs, as it focuses on the
individual student as a whole and how their needs, motivations and values can be met. With
this in mind I will aim to create a student-centred classroom that aims to meet students’
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needs by allowing them to inquire, make meaning, have choice and be a part of their
learning process. In my class I want to foster an appreciation of individuality and give
students equal opportunities. I believe that inclusion is a value that should be taught to
students, as one of many ideals that should be developed for use in the outside world.
As a pre-service teacher, I recognise how imperative it is to have a deep conceptual
understanding of issues, theories and approaches that affect education. I believe that
professional learning for teachers is ongoing and that beliefs and values about education
will constantly evolve. I plan to continuously develop my understandings as a lifelong
learner and continue the practices of a reflective practioner. I believe these practices will
assist in my goal to always be the best teacher I can be for my students.
Word Count: 535 words
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Critical Reflection
After receiving feedback for my ITP in the tutorial, I decided incorporating a theory that
encompassed my beliefs on learning would strengthen my ITP. After conducting thorough
research into learning theories, one that had similar ideals, values and concepts of learning
was Vygotsky’s Social Constructivism (SC). Schreiber & Valle (2013), Jaramillo (1996), Powell
& Kalina (2009), Hinshaw et al., (2012), and Krull et al., (2013) emphasised the importance
of social interactions and collaboration resulting in meaningful experiences and deeper
understandings of concepts. Watson (2001) and Schreber & Valle (2013) highlighted that
discussions assists in formation of ideas. It was evident in Powell & Kalina (2009) that SC
encompassed my views on the effectiveness of Inquiry-based Learning, particularly
encouraging the teacher’s role as facilitator and implementing inquiry practices.
My initial ITP discussed giving students responsibility and involving them in their learning, an
idea needing to be extended. Further research into Lyons et al., (2011) and Stevens & Lingo
(2013) indicated that Cognitive Behavioural Theory reflected my views as it is centred on
participation of students in behaviour management. According to Syeski et al., (2011)
students help determine behavioural practices, making them aware of their expectations.
A clear, reoccurring theme in my ITP draft was a focus on the individual as a whole, in
particular student wellbeing. Matus (1999), Guey et al., (2010) and Zucca-Scott (2010)
emphasised student-centred learning, focusing on the individual self and respecting
differences. Freitas & Leonard (2011) and DeCarvalho (1991) highlighted the importance of
meeting students’ needs. Ncube (2011) and Guey et al., (2011) discussed the significance of
inclusive practices and encouraging diversity. The authors listed helped deepen my
conceptual understandings, informing my ITP and helping to strengthen it by justifying my
views.
Word Count: 263 words
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Reference List
Brooks, A., Rogers, K., Wong, H., & Wong, R. (2012). Managing your classroom for success:
organization in the first week is the foundation for a successful school year. Science
and Children, 49(9), 60-65.
DeCarvalho, R.J. (1991). The humanistic paradigm in education, The Humanistic
Psychologist, 19(1), 88-104. DOI: 10.1080/08873267.1991.9986754
Freitas, F.A., & Leonard, L.J. (2011). Maslow’s hierarchy of needs and student academic
success. Teaching and Learning in Nursing, 6(1), 9–13.
doi:10.1016/j.teln.2010.07.004
Guey, C., Cheng, Y., & Shibata, S. (2010). A triarchal instruction model: integration of
principles from Behaviourism, Cognitivism and Humanism. Procedia Social and
Behavioral Sciences, 9(1), 105–118. doi:10.1016/j.sbspro.2010.12.122
Hinshaw, R.E., Burden, R., & Shriner, M. (2012). Supporting Post-Graduates' Skill Acquisition
Using Components of Constructivism and Social Learning Theory. Creative Education,
3(1), 874-877.
Jaramillo, J.A. (1996). Vygotsky’s sociocultural theory and contribution to the development
of constructivist curricula. Education, 117(1), 133-141.
Krull, E., Koni, I., & Oras, K. (2013). Impact on student teachers’ conception of learning and
teaching from studying a course in educational psychology. Asia-Pacific Journal of
Teacher Education, 41(2), 218-231.
Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management: Creating positive
learning environments. (3rd ed.). Melbourne: Vic. Cengage Learning Australia Pty
Limited.
Matus, D.E. (1999). Humanism and Effective Urban Secondary Classroom Management. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 72(5), 305-307.
Ncube, S. (2011). Peer-Collaboration: An Effective Teaching Strategy for Inclusive
Classrooms, Journal of the International Association of Special Education, Vol.12(1),
p.79-80
Powell, K.C., & Kalina, C.J. (2009). Cognitive and Social Constructivism: Developing tools for
an effective classroom. Education, 130(2), 241-250.
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Schreiber, L.M & Valle, B.E. (2013). Social Constructivist Teaching Strategies in the Small
Group Classroom. Small Group Research, 44(4), 395-411. DOI:
10.1177/1046496413488422
Stevens, K.B., & Lingo, A. Assessing classroom management: the umbrella approach. Beyond
Behavior, 22(2), 19-26.
Syeski, K.L., & Brown, M.R. (2011). Developing a classroom management plan using a tiered
approach. Teaching Exceptional Children, 44(1), 8-17.
Watson, J. (2001). Social Constructivism in the Classroom. Support for Learning, 16(3), 140147.
Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. Phi
Delta Kappan, 80(10), 751–757.
Zucca-Scott, L. (2010). Know Thyself: The Importance of Humanism in Education.
International Education, 40(1), 32-38.
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