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My Teaching Philosophy

     I have gained my teaching experience at a Reggio Emilia approach inspired international school. I firmly believe young children learn through play and personal experience. It is my role, as a teacher and educator, to prepare a rich and stimulating environment and give my pupils time to construct their own learning. I facilitate the learning by planning activities and lessons based on children's interests, asking the questions that lead to understanding, and actively engaging myself in the activities alongside the children. I act as a collaborator and co-learner, rather than an instructor and traditional teacher. Observation of children, mutual participation in the activities, and direct interaction with children allow me to know my students better from various perspectives. Consequently, I can adapt my teaching to their different cognitive, emotional, social, and cultural needs. I consider a child's individual needs, but also strongly focus on social interaction and collaboration. The children work in groups where each child is an equal participant and her or his thoughts and ideas are valued. 


      I feel lucky to have had the possibility to teach in various situations, including an international school, a school for children with special needs, the slums and the charity centres. I have learned that every child is different, has different needs, and requires a different approach to her or his personal development. Every child goes through the cognitive-developmental stages (as described by Piaget) at her or his own pace. On the other hand, I understand that every child has a rich potential to learn and is driven by curiosity and interest to know more. I work daily with children who are different language native speakers. I acknowledge that a spoken word is not the only way of communication. I appreciate and follow Loris Malaguzzi's "The hundred languages of children" philosophy and encourage my children to express themselves in many different ways to show their knowledge and share their thoughts and feelings. Process-oriented art, music, movement, and dramatic play are part of our daily activities. 


      The environment plays a crucial role in my teaching philosophy. My classroom is organised to encourage collaboration, communication, and exploration. I use authentic materials and tools to inspire children's interests. I believe children learn best through hands-on activities experiencing a new concept with all their senses. When planning the learning activities, I keep in mind all kinds of learners - visual, aural, linguistic, and kinesthetic. 


      I document the progress of each child with photographs, transcriptions of children's thoughts, visual representations of artefacts to involve a child in her or his development, to inform parents and for learning and teaching purposes. 


      I believe the parents are a child's first educators. I respect my students cultural, religious, and social backgrounds. It is my goal to learn as much as possible about each family's beliefs, traditions, and values to implement those in my teaching, avoiding a collision between home and school. My doors are always open to parents. Since the first day of school, I try my best to create a safe environment not only for children but also for their families. 

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