Cathy McIntosh

Teaching Philosophy

My teaching philosophy is drawn from a balance and variety of learning theories, which I believe optimise engagement and learning, ensuring students are adequately equipped to function within our dynamic and progressive society. 

I have firm connections to constructivist theories, including social constructivism, the spiral curriculum and discovery learning. I believe students' learning is an active process which occurs through direct and concrete experience, discovery and elaboration of ideas and concepts which are built upon in order to achieve mastery.I believe the capability of increasing students self-efficacy coupled with knowledge and application of Vygotsky's Zone of Proximal Development is pivotal in engaging higher order and critical thinking. 

I employ a variety of teaching strategies in line with the Multiple Intelligences theory which defines nine different intelligences, each demonstrating unique ways to interact with  the world. This leads into the notion of inclusivity and the fact that all students are unique and educable individuals. I see it as my responsibility to embrace and engage each child as an individual and aim to be innovative and flexible in my teaching approaches, so that all children are engaged within their developmental domains. 

I base my planning programs on the Australian Curriculum encompassing all learning areas, general capabilities and cross curricular priorities. My assessment practices incorporate summative assessment when appropriate yet mostly consists of formative assessment through a holistic and authentic approach. I implement a focus on values education, with active encouragement of critical self reflection among students and myself. I aim for students to develop an intrinsic motivation for learning and promote consistent and high expectations which are realistic and positive towards creating a safe and comfortable learning environment which is conducive to learning and successful achievement of full potential for all. 

I genuinely enjoy interacting with students and believe consistency and boundaries play a big part in effective classroom management. I employ a variety of thoughtful ideas  and strategies when addressing classroom and behaviour management  and feel I demonstrate a firm but fair manner. I am excited by the versatility ICT has to offer my teaching and embrace new ideas with enthusiasm and an open mind. 

I am motivated and committed to life-long learning and look forward to growing and learning within the profession of teaching.