My teaching pedagogy is based on a fundamental sense of prosperous growth and supportive equity. That is to say, I believe a teacher needs to cater to the students and nurture any and all growth from that student. As such, I centre my lesson plans and student interactions around the theory of multiple intelligences  (Gardner, 2006) and that there is more than one way to both teach and learn. 

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Relying upon this I have a firm belief in the power of equity over equality. Whilst equality as a model is ideal for society, within a classroom it fails to grasp the complexities of classroom learning and the nuances of any given students intelligence. Differentiated learning should occur for both gifted and troubled students as well as those that fall in between. Children in a classroom setting respond exponentially better when a personal connection is felt to the lesson being taught (Clements & Samara, 2016). This allows me to adapt to the ever changing and expanding nature of classroom teaching and adjust my personal pedagogy accordingly. 

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Extenuating this pedagogy is a passionate drive for the concept of 21st century learning. For centuries, classroom teaching has been an almost entirely repetitive form of learning. The teacher will take the students through mathematics equations or grammatical structure, the students will copy these down several times, the teacher will test the knowledge of the students ten move on to the next set of writings. This model is heavily outdated and leaves no room for growth. The true shocking fact of this model is that it is just as liable to explain teaching in the 90's as well as in the era of antiquity, such as Ancient Rome (100's bc) (Bonner, 2012). 

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My 21st century teaching focuses on the ever growing and changing face of technology as it mirrors the growth and endless possibilities within a students potential. Adapting to these changes highlights the more technological aspects of life such as coding, film and media creation, 3d printing, ICT based learning and lead in to various STEM fields.   (338 words)