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Meighan's Components Theory: Passionate Creed

The document outlines Meighan's theory of teaching and learning which focuses on empowering and inspiring children. Some key points include: 1) Children's learning is enriched when their unique identities, cultures, and knowledge are incorporated and when they are treated with love, respect and encouragement. 2) Learning is a lifelong journey that involves developing skills, dispositions, knowledge and values. 3) Teachers should scaffold children's learning by providing opportunities and resources for them to explore their interests and develop confidence as learners. 4) Assessment should be used to support children's strengths and areas for growth.

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116 views

Meighan's Components Theory: Passionate Creed

The document outlines Meighan's theory of teaching and learning which focuses on empowering and inspiring children. Some key points include: 1) Children's learning is enriched when their unique identities, cultures, and knowledge are incorporated and when they are treated with love, respect and encouragement. 2) Learning is a lifelong journey that involves developing skills, dispositions, knowledge and values. 3) Teachers should scaffold children's learning by providing opportunities and resources for them to explore their interests and develop confidence as learners. 4) Assessment should be used to support children's strengths and areas for growth.

Uploaded by

api-471361853
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Meighan’s Components Theory

(Key: colours are themes within my Passionate Creed)

Passionate creed:
As a teacher I want to empower, enable, and inspire children in their learning journey, while
providing for their unique needs, interests, and funds of knowledge and encouraging them in
who they are, so that I can help them reach the potential that God has for them. Within
supportive reciprocal relationships based on manaakitanga (hospitality, kindness, love, and
respect), I seek to guide them to develop as confident learners, while supporting them to
explore, experiment and create, growing them in their skills, dispositions and knowledge, and
showing them they are capable and loved.

Theory of learning and the learner’s role:

What I know: Learning is a journey that lasts a lifetime. It is not just about knowledge and
skills but is also about dispositions and values.

Children’s learning, wellbeing, and sense of belonging are enriched when they are treated
with love, encouragement and respect and when their funds of knowledge, cultural values,
language, and identities are incorporated into their learning.

Children are unique, capable of learning, and deserving of the support they need in order to
learn. I believe that they should be actively involved in their learning so the environment,
resources, and people within this should enable them to do this.

I will outwork this in practice through…


 Scaffolding children’s learning and development and giving them opportunities, space,
time, and resources to exercise their interests and grow their knowledge skills and
dispositions so they can be and become confident and competent in their abilities and
develop the skills and desire to be lifelong learners.
 Supporting them to develop confidence, patience, and resilience by encouraging them to
exercise their interests, think critically, make plans, execute these, and reflect on them.
 Modelling risk taking and experimentation and prompting them with new ideas and
knowledge.
 Working towards the goal of helping children develop skills for continual growth and
lifelong learning.
 Empowering and scaffolding them in their learning so they can exercise and grow in
competence and confidence in their strengths and interests.
 Showing manaakitanga (hospitality, kindness, love, and respect) in how I talk to
children and their whānau, how I support their learning, and how I guide their
behaviour.
 Partnering with their whānau in order to learn about their children, empower them to be
involved in their children’s learning and so I can learn what strengths, interests, needs
and funds of knowledge are, in order to teach them in ways that are relevant to their
culture, experiences, knowledge, and interests and encourage them in their identity.
 Showing them their funds of knowledge have value for theirs and others learning and
that they have value as people.
 Building and maintaining relationships with children and their whānau that provide for
their needs and interests in way that respect their physical and mental wellbeing and
allow them to have freedom to choose what they want to do within the boundaries that
are set for them.

Theory of teaching and the teacher’s role:

What I know: Teaching is the passing on of knowledge, skills, and experiences, in order for
people to grow and learn. It is the relationship between the teacher and the learner where both
rely on each-other for existence. If someone is learning then something or someone is
teaching them. If they are not learning then nothing and no one is teaching them.

I will outwork this in practice through…


 Reflecting on, evaluating and adapting my practices and knowledge in order to make it
more effective and seek the best practice for my teaching.
Theory of assessment and its role:

What I know: Assessment can be used as a way to discover children’s strengths and
struggles and leads to supporting children in these.

I will outwork this in practice through…


 Using assessment as a way to build in children’s skills and knowledge.

Theory of aims, objectives and outcomes (purpose) of education:

What I know: I see the aim of education as to empower and enable children to: be and
become confident and competent lifelong learners; develop positive dispositions, skills and
knowledge; have a strong sense of belonging and identity; and contribute positively to the
lives of those around them. I believe that this will help them to “reach the potential that God
has for them”.

I will outwork this in practice through…


 Modelling skills and dispositions relating to exploration, experimentation, and creativity
so they can be inspire to exercise these as well.
 Creating diverse opportunities for children to be creative and explore within the world
around them.

Theory the location of learning and of the resources appropriate for learning:

What I know: Children’s learning and development is supported when their learning
environment facilitates space, time, equipment, and resources where they can learn and
develop at their own pace, follow and expand on their interests and ideas and find joy in their
play.
I will outwork this in practice through…
 Ensuring that the resources and environment in which children learn are appropriate
for their age, size, and stage of development, accessible.
 Using these to empower and enable them to explore and lead their learning.

Theory of knowledge (epistemology):

What I know: I believe that all children are capable of positively contributing to the lives of
those around them and should be supported to develop as confident and competent learners.
In this they need to develop the skills, knowledge and dispositions in order to become
lifelong learners.

I will outwork this in practice through…


In progress

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