Learners
Childhood is a time of rapid transition and development and in turn, teachers need to develop their images of the learners within their classrooms and employ practices based on these views. The traditionally dominant view of learners has been the image of children as innocent which constructs the belief of learners as powerless over their own learning and in need of adult protection (Sorin, 2005).
While I believe that children are innocent and need to be protected, I believe that they should be participants in their own learning by having a say about what and how they learn which reflects my image of the agentic child. The agentic child is a relatively new image of childhood which looks at the child as able to co-construct their learning and experiences with adults (Sorin, 2005). The image of agentic children views children as participants in their social world. As participants, I believe that learners should have the right to be involved in decisions relating to their learning and have the opportunity to voice their views (MacNaughton, 2000).
It is my role to ensure that students are able to participate in the construction of their learning by encouraging them to share their ideas about what they are learning, listening to their opinions and making learning relevant to them.
Making learning relevant to my learners requires developing professional and respectful relationships with learners which is a fundamental skill of expert teachers. I will develop these relationships by listening, caring, remembering student ideas and learning about student interests (Sorin, 2005).
While I believe that children are innocent and need to be protected, I believe that they should be participants in their own learning by having a say about what and how they learn which reflects my image of the agentic child. The agentic child is a relatively new image of childhood which looks at the child as able to co-construct their learning and experiences with adults (Sorin, 2005). The image of agentic children views children as participants in their social world. As participants, I believe that learners should have the right to be involved in decisions relating to their learning and have the opportunity to voice their views (MacNaughton, 2000).
It is my role to ensure that students are able to participate in the construction of their learning by encouraging them to share their ideas about what they are learning, listening to their opinions and making learning relevant to them.
Making learning relevant to my learners requires developing professional and respectful relationships with learners which is a fundamental skill of expert teachers. I will develop these relationships by listening, caring, remembering student ideas and learning about student interests (Sorin, 2005).
No two children are the same as each child has their own diverse learning needs and interests. As a future educator, it will be my responsibility to recognise and respond to the varying needs of my learners as each child is entitled to an opportunity to develop skills to allow them to become lifelong learners (Tronc, 2004). Providing inclusive and equitable education encompasses more than simply labelling or assimilating diverse learners (Tronc, 2004). To have a truly inclusive classroom I must provide fair and equal opportunities to learn for children with a range of abilities, cultures and learning goals (van Kraayenoord, 2007).