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    Website Passionate Creed

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    api-472391524
    Motivated by a servant heart, the educator aims to cultivate an invitational, holistic school culture where all learners feel cared for, safe, and stimulated. This will be achieved through building respectful relationships, inviting input from parents and students, considering the whole child, being inclusive of all learners, showing care and compassion, establishing clear behavioral expectations, and engaging lessons. This creed connects to Meighan's theories regarding the roles of teachers, parents, learners, and distributing power democratically.

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    Website Passionate Creed

    Uploaded by

    api-472391524
    360 views5 pages
    Motivated by a servant heart, the educator aims to cultivate an invitational, holistic school culture where all learners feel cared for, safe, and stimulated. This will be achieved through building respectful relationships, inviting input from parents and students, considering the whole child, being inclusive of all learners, showing care and compassion, establishing clear behavioral expectations, and engaging lessons. This creed connects to Meighan's theories regarding the roles of teachers, parents, learners, and distributing power democratically.

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    Motivated by a servant heart, the educator aims to cultivate an invitational, holistic school culture where all learners feel cared for, safe, and stimulated. This will be achieved through building respectful relationships, inviting input from parents and students, considering the whole child, being inclusive of all learners, showing care and compassion, establishing clear behavioral expectations, and engaging lessons. This creed connects to Meighan's theories regarding the roles of teachers, parents, learners, and distributing power democratically.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    360 views5 pages

    Website Passionate Creed

    Uploaded by

    api-472391524
    Motivated by a servant heart, the educator aims to cultivate an invitational, holistic school culture where all learners feel cared for, safe, and stimulated. This will be achieved through building respectful relationships, inviting input from parents and students, considering the whole child, being inclusive of all learners, showing care and compassion, establishing clear behavioral expectations, and engaging lessons. This creed connects to Meighan's theories regarding the roles of teachers, parents, learners, and distributing power democratically.

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    Download as pdf or txt
    of 5

    My Passionate Creed :

    What does it look like in practice and how does it link to


    Meighan’s Component Theory?

    Motivated by a servant heart I want to cultivate an


    invitational, holistic school culture where ALL
    learners feel cared for, safe, and stimulated.

    Motivated by a servant heart:​ This reminds me of why I am a teacher in


    the first place and helps to keep me grounded. When my school community
    spends time with me they should get a sense that I am for them, not
    against them and that their success is my success. Students should sense
    that I am not trying to make myself look good via their success but that I am
    truly wanting them to do well for their own sake. Any “extra” work
    undertaken should not be pursued because I am wanting to climb ladders
    within the school leadership or impress anybody else. Relationships with
    colleagues should be supportive and caring not competitive or negative.
    Relationships with whanau and extended family should be warm and not
    condescending in any way. I hope that my servant heart will make me very
    approachable so that those I serve can feel free to talk to me about their
    needs or concerns.

    Connection to Meighan’s Component Theory:


    The strongest links I can find are to The Theory of Teaching and the
    Teachers Role, the Theory of Parents, and the Theory of Power and it’s
    Distribution. As a teacher I am orienting myself to the student and their
    needs and tend to steer away from the authoritarian style of teaching,
    preferring a more negotiated power base. Parents are considered a vital
    part of my educational program and will be treated with the respect they
    deserve.
    Invitational​: This is primarily based upon effective relationships built up
    and maintained not only between myself and my own class but also, by
    extension, the wider school community. An invitational culture in my class
    means that all students will be invited to contribute and given opportunities
    to do so meaningfully. The classroom environment and curriculum itself will
    be designed to be inviting, enticing students into learning. Inviting is the
    opposite of forcing so I want to encourage students to join me on the
    journey as willing participants as much as I can so they can take ownership
    of their own learning to a greater degree. In regards to the wider school
    community I will proactively reach out and invite communication with
    whanau and colleagues making it clear that their input is valued and
    needed. I would like parents to feel welcome in our class at any time.

    Connection to Meighan’s Component Theory:


    Links to The Theory of Parents and The Theory of Power and it’s
    Distribution, the Theory of Discipline and Order and the Theory of
    Organisation of Learning Situations. Although it is good for power to be
    dispersed in a democratic way there will be many cases where leadership
    is needed and decisions made on behalf of others. However where
    possible there should be many areas that parents and whanau are invited
    to share their knowledge and ideas and at the very least be fully informed
    of what is happening in matters concerning them. In New Zealand parents
    are invited into the realm of school organisation in a formal way via the
    Board of Trustees but there can be other less formal invitations. As a
    teacher I should be active in seeking them out rather than just waiting for
    them to come to me. An invitational culture can be linked to both
    Democratic and Autonomous discipline whereby the student can choose or
    negotiate appropriate responses to teacher invitations.

    Holistic: ​I recognise that a student is made of body, soul, and spirit and I
    don’t expect them to leave part of themselves at the classroom door. They
    are bodies and need exercise, nourishment, and need to have their senses
    stimulated. They develop physically at different rates. They are soul and
    have emotions and personalities and come from different cultures and
    home environments which shape their worldviews. Our souls need friends.
    They are spirit and may want to make sense of the world with this part of
    themselves fully engaged. These parts of ourselves are also inter
    connected so I will recognise that if someone is hungry, they may have
    trouble learning. Or if someone is sad they may keep to themselves.
    Parents that talk to me about their child should come away with a sense
    that I know them quite well and care for them over and above academic
    performance.

    Connection to Meighan’s Component Theory:


    I link this to the Theory of Teaching and the Teaching Role because I can
    see that this holistic approach positions the teacher as more of a learning
    counsellor, responding to needs as they arise and also one who values
    process over product to ensure the whole child is considered as much as
    possible.

    ALL Learners: ​This not only covers all ​types​ of learners I encounter from
    students, to whanau, to colleagues, to myself but also all ​ways​ of learning.
    My classes should account for multi-intelligences,strengths, educational
    needs, specific learning disabilities and behavioural issues. This is inclusive
    education where everybody is given opportunities to succeed. My
    classroom should have many aspects of universal design for learning and
    cultural competencies that are good for all learners as well as specific
    interventions for particular students as needed. Students should know that I
    also consider myself a learner on a journey and that we never stop
    growing. Colleagues should see me as someone open to Professional
    Development and critical feedback as a learner and someone that they can
    have good professional dialogue with.

    Connection to Meighan’s Component Theory:


    I see in this part of my creed a link to the Theory of Learning and the
    Learners Role, and A Theory of Aims, Objectives and Outcomes. I see
    learners as individual in nature but benefitted by co-operation. In
    consultation and negotiation with teachers students can learn and develop
    at their own pace. In my ideal world students are explorers, however
    society does deem that there are basic understandings all students must
    have (maths, etc). Ultimately one of my outcomes would be to produce
    people who will be participating citizens in a democracy and this is
    dependent on ALL people having a voice and vote.

    Cared for: ​Interactions with me will show manaakitanga and genuine


    interest. I will know the student well enough to take an interest in their life
    outside of the class and respond appropriately to those life events. Outward
    acts of kindness and compassion should characterise me. Additionally this
    care will be encouraged to develop between the students themselves so
    that they grow in their ability to care for each other.

    Safe: ​Learners feel safe because they are scaffolded and wise use of
    formative assessment allows me to teach within their Proximal Zone of
    Development. All learners feel safe enough to take risks and make
    mistakes as part of their learning because I am secure enough in myself as
    a teacher to give opportunities for them to do this. Growth mindset
    principles are actively taught. The class is also safe because there are
    clear expectations for positive behaviour and no tolerance for bullying and
    put downs. Students can contribute to their own class treaty and guidelines
    for behaviour. Restorative practice ensures that we can also resolve issues
    in a safe and fair way. Students can trust that I will be trustworthy, have fair
    expectations, and protect their right to privacy and dignity.

    Stimulated:​ Lessons are well planned and engaging. Big ideas and
    concepts are explored. Problems are posed and solutions explored.
    Student agency and inquiry is encouraged. Students are encouraged to
    explore their strengths and multiple intelligences. Students can help set
    goals and success criteria and develop leadership skills. A wide mixture of
    academic, visual and hands on activities planned and prepared for covering
    as wider range of the curriculum as possible.

    Connection to Meighan’s Component Theory: ​A Theory of Knowledge: It’s


    Contents and Structure, A Theory of Teaching and the Teacher’s Role, and
    A Theory of Learners and the Learners Role. I believe that we need a wide
    range of subjects but that, in line with the New Zealand Curriculum, Key
    competencies such as Thinking or Participating and Contributing are
    actually as important as individual subject knowledge. This is probably
    interpreted as predominantly future orientated, although I certainly believe
    we can learn a lot from our past. Because I am more orientated to the Key
    Competencies I am more likely to view learners as explorers and teachers
    as facilitators especially as the rate of technology advances.

    Reference

    Meighan, R., & Harber, C. (2007). ​A sociology of educating​. New York, NY:
    Continuum.

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