My teaching philosophy centres on cultivating a dynamic, inclusive, and creative learning environment where students are empowered to become critical thinkers, innovative problem-solvers, and compassionate collaborators. I deeply believe in fostering student voice and agency, enabling learners to co-design their educational journeys through meaningful, project-based experiences that closely connect with their passions and strengths.

Children deserve the same respect and importance as adults. This belief is underpinned by the United Nations Convention on the Rights of the Child (UNICEF, 2014), emphasising the rights of students to be heard, access reliable information, form groups, and freely express their beliefs and thoughts. This framework of empowerment encourages educators and education systems to adopt a holistic approach, prioritising student voices for inspiration, guidance, and deeper learning.

Three life experiences have significantly inspired my decision to become a teacher: my career as a documentary photographer, the example set by my father, and my experience of becoming a father myself. In 2003, after earning a degree in Communication Science with a thesis in semiotics, I immediately began my career as a documentary photographer. Over the next 15 years, I covered pressing social issues and conflicts in more than 20 countries, including Iraq, Afghanistan, Somalia, Northern Nigeria, Eastern DRC, Sudan’s Darfur, Southern Sudan, and the West Bank. The individuals I met taught me invaluable lessons in listening, patience, and open-mindedness, reinforcing my commitment to lifelong learning.

My ongoing desire to learn and serve is further attributed to my father’s influence. Although his dream to teach physical education to children with disabilities was never fully realised, his passion for teaching deeply inspired me. In 2008, when I was approached to train aspiring photojournalists, I eagerly accepted the role. This experience reaffirmed my understanding of teaching as a reciprocal and enriching process. Becoming a father further solidified my educational philosophy, as my daughter has taught me the power of imagination, curiosity, and learning through unexpected experiences, underscoring the importance of formative educational experiences.

As a teacher of Photography and Design at Perth Modern School, the only academically selective school in Western Australia, I have found inspiration and guidance in Sir Ken Robinson’s assertion that "the aims of education are to enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens" (Robinson & Aronica, 2016, p.16). Robinson passionately advocates for nurturing deep engagement and commitment in students, highlighting a "spiritual energy" that motivates and uplifts learners, particularly crucial in gifted education.

This emphasis on cultivating passion and spiritual energy is supported by Dr. Bruce Perry’s research (Perry, Griffin, & Davis, 2015), which highlights the importance of positive interactions in building resilience and stress management skills essential for effective learning. Perry’s findings align seamlessly with Robinson’s philosophy, reinforcing my commitment to creating nurturing, responsive learning environments.

My approach contrasts sharply with my own schooling in the traditional, hierarchical Italian education system of the 1980s, where learning was rigidly imposed rather than passion-driven. While this system instilled in me an appreciation for academic rigour and the community fostered by collectively engaging in challenging academic work, my experiences with Montessori pedagogy provided a transformative perspective. My professional background in Montessori education includes two key experiences: a year of teaching upper primary students at Behive Montessori in Perth and an extensive year of training in the Montessori curriculum, delivered by the school’s principal. These experiences solidified my belief in active, student-centred learning.

Drawing from educational theorists Piaget and Vygotsky, I recognise adolescents as active learners who continually adapt and expand their understanding through interaction and exploration (Duchesne & McMaugh, 2016). Vygotsky’s Social Constructivism and Zone of Proximal Development emphasise the critical role of teacher-student relationships in fostering intellectual growth and cultural understanding.

Grounded in these principles and evidence-based practices, I utilise frameworks such as Design Thinking and visible learning strategies to ensure transparency, engagement, and authentic skill development. My role as an educator is both facilitator and collaborator, guiding students toward ownership of their learning through continuous dialogue, feedback loops, and reflective practices.

Ultimately, I strive to create supportive, responsive classrooms that encourage risk-taking and value mistakes as critical learning opportunities. My goal is to nurture resilient, adaptable learners prepared to navigate the complexities of the world with empathy, creativity, and purpose.

Reference List:

 Duchesne, S & McMaugh, A. (2016) Educational Psychology for learning and teaching (5th edition). Melbourne: Cengage Learning

 Inhelder, B., de, C. D., & Cornu-Wells, A. (Eds.). (2013). Piaget today (psychology revivals). Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au

 Myers, J., & Adams-Budde, M. (2016). Creative schools: The grassroots revolution that’s transforming education: By Ken Robinson and Lou Aronica. Viking, New York, 2015, 320 pp. International Review of Education. https://doi.org/10.1007/s11159-016-9539-8

 Perry B.D., Griffing, E, Davis, G, Perry J,A, 2015,. The impact of neglect, Trauma and Maltreament on Neurodevelopment: Implications for juvenile Justice Practice, Programs and Policy. 

 Robinson, K. (2014). Conversation Currents: Developing Individual Talent and Abilities: An Interview with Sir Ken Robinson. Language Arts, 92(2), 157–162.

 UNICEF, 2014, Conventions of the right of the child, retrieved from:

https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf