Teaching Philosophy

My goal as a teacher is to educate the whole child. An art classroom is not only a setting for developing art skills and techniques, but also an environment of exploration and creativity, where student agency drives inquiry into topics relating to the world, environment and global issues. Working on meaningful projects furthers student awareness and value of the natural world, promotes global mindedness, and instils accountability. I believe that each child is unique and by building relationships with students I am able to challenge and support them to be the best they can be. Having applied growth mindset terminology and rewards in classrooms I have seen positive mindset changes in students who have previously given up on art. This way an art is more than developing technical skills, but a process of self-development where students look at the world through the lens of creativity and respond through their own artwork. 

Classroom Practice & Expertise

Because learning is effective when it is adapted and applied, I encourage students to take risks, explore and enquire on their own and with support. I strive for student centered learning by fostering student autonomy and student choice. I find that even the smallest of choices give students ownerships, and student driven projects result in higher engagement and enjoyment, which eliminates many behavioural issues. When students are engaged in their work, we co-create a safe, secure and stimulating work environment. To aid with this I differentiate tasks by ability, scaffold learning of essential skills, and chunk it into smaller steps so student can move forward with confidence. Self-assessment, peer-to-peer feedback and group critiques are my favourite forms of formative assessment. These collaborative exercises train students to think critically about each other’s work and reflect on their own. 

Pastoral Care

During my PGCE placements at Epsom College in Malaysia and Harrow Beijing I was attached to horizontal and vertical tutor groups, as a co-tutor and have since been a form tutor at BSY across KS3. I immensely enjoy a pastoral role and the relationships I build with my form groups. Helping my students stay organised in their day-to-day school life, deal with concerns, tracking homework, credits and consequences, and delivering PSHE is vital in assisting pupils to thrive within the school community. At Epsom College Malaysia I worked as a Boarding House Matron where I looked after students needs and coordinated the practical side of boarding life liaising with the housemistress, parents, cleaning and boarding staff. Because my husband worked as a boy’s Boarding House Master I have lived in several accommodations attached to the boarding houses. Although I did not have an official role in those houses, students often seeked me out for a chat.