Celebrating Teacher Practice
Education visionary Garth Boomer emphasised the significance of celebrating learning journeys, for both students and teachers. His 10th learning principle, the Confirming (and Celebrating) Principle, highlights the joy and empowerment learners feel when successfully executing a plan. He wrote:
"Once I have understood and acted with effect upon a plan, I experience the joy of equilibrium and the heady feeling of newly won control. I often celebrate by showing off and taking as many opportunities as possible to do it again and again with variations according to situation. In this way, I consolidate and confirm what I can do."
Boomer stressed that teachers must design learning experiences where students can repeatedly apply their new skills in varied contexts. He also recognised the innate human need to celebrate achievements, which not only reinforces learning but also fosters confidence and motivation. This principle, articulated in his 1983 work In Search of a Universal Literacy Program, remains a powerful reminder of the role joy and recognition play in education.
As teachers, the same principle applies to us. Over the course of a school year, we invest in designing experiences that help students grow, adapt, and excel. It's equally important to pause and celebrate the incredible teaching and learning that has taken place in our classrooms.
Recognising these accomplishments—both ours and our students'—reaffirms the impact of our work, energises us for the journey ahead, and honours the joy of shared success in learning.
This week we celebrate the work of Sarah Taylor, a year 3 teacher at Mt Barker South Primary School in Adelaide, South Australia.
In this video, Sarah highlights the growth and transformation in her literacy teaching practices. She shares how her teaching has become more integrated and cohesive, with seamless connections between reading, writing, and word work.
This holistic approach, guided by strategic cross-curricular links, has enhanced both her confidence and her students' engagement. Sarah describes how thematic units, such as a focus on Thai culture, allow her to create meaningful literacy experiences. Students explore rich texts, practise descriptive writing, and connect their learning to creative projects like artist statements, pottery, and dance.
Through these activities, they engage with vocabulary, language features, and storytelling techniques, which they later apply in their own writing. Her classroom emphasises noticing and modelling, with students regularly sharing ideas, receiving feedback, and iterating on their work. Sarah reflects on how her students have become more confident writers, benefiting from daily practice and integrated instruction. She values the shift from fragmented literacy lessons to a unified approach, fostering student enthusiasm and creativity.
The journey concludes with celebrations, such as a class gallery showcasing student work, reinforcing pride and accomplishment. Sarah's approach exemplifies the power of thoughtful planning and meaningful connections in literacy education.