I have a vision of a world where people learn to embrace as well as honour the variations between us. I am an advocate of a learner-centred mentor philosophy and also apply its concepts and techniques in my work at all times.

You may want to wonder what this approach has to do with. I will certainly inform you here below.

Cooperation between students and teachers

Student-centred philosophies of education and learning became a response to the restrictions of standard, authoritarian models of education and learning. As opposed to establishing colleges as areas where a usual set of information is passed from instructors to trainees, these approaches motivate collaboration in between learners and educators to find the finest solution to questions facing contemporary learners. In accordance with these philosophies, because the world is frequently transforming, students have to find solutions via practical, experiential study.

The main elements of my philosophy

There are three main elements that make up this viewpoint. They are as follows:


The scientific approach. students are expected to look for answers to their inquiries via critical and analytical thinking and are seldom expected to discover their answers in a publication.

Inherent motivation. Rote memorisation is prevented due to the fact that students don't see what they're doing as inherently valuable- they simply need to take the instructor's word for it as well as work toward external results.

Experiential learning. Progressive schools give learners the opportunity to find out by doing. Creative spaces, wood-working shops, cooking areas, and scientific research laboratories are features of dynamic colleges. I make use of true situations and also various devices to show my students.

Encouraging instead of dictating

I am proud of myself on having a purposeful conversation with my students from Warrenheip. I never ever tell students ways to think or just what to think. I allow them check out and come to their own verdicts.

Learners should be allowed the flexibility of expression where possible. I additionally consider that students should be given the power to specify themselves as identities, and an adult's role as an instructor need to entail encouraging, yet not autocracy.