I strive to develop resilient lifelong learners who can successfully engage in society and the skills required within it. I understand that my pedagogy will need to incorporate a holistic approach to ensure a range of teaching strategies are used that are representative of my cohort of students. I utilise components of Bruner et al.'s (1976) theory of active learning and the role of interaction between learners and their environment to cater to my students. Hands-on interactions and visual representations are used to assist successful learning. Through the use of Duchesne and McMaugh (2019), I encourage opportunities to enhance students' learning by putting them at the centre of their learning, encouraging motivation, allowing them to negotiate course material, integrating their interests, and providing individuals with choices where possible. Students can take control of their learning experience and improve their self-efficacy and self-regulation using this student-centred approach to learning. To ensure that education is accessible to all my students, I use teaching practices from Carol Tomlinson's (2014) work, such as differentiated readiness exercises and flexible grouping. This is done so that students can demonstrate their comprehension, knowledge, and abilities in a variety of settings. When providing feedback to students, I employ a variety of strategies, including visual and verbal feedback, as well as growth-oriented feedback, which Brock and Hundley (2018) define as being focused on the process of completion rather than just on the student's personal attributes. To aid with the giving of constructive feedback to students, I use the feedback sandwich stated by Molloy & Boud (2014) comprising of positive, constructive, and positive feedback.