Teaching Philosophy
Model: Teaching and learning
Bruce Wilkinson states that teaching means to urge or cause others to do, and an eager pursuit of an action. I believe the teacher should take on the role of a facilitator rather than a dictator and cause the student to learn. I don’t consider teaching as something that the teacher does in front of the class, but it is what the teacher does in the student. Based on my experiences both as a teacher/learner, I also believe that students learn best when they play an active role in their own education; that is to say, they absorb knowledge more efficiently and, what is more important, gain their intellectual independence through active engagement rather than passive reception. To ensure that my students are actively engaged from the very beginning of every class, I start by turning over the conversation to them. I want to ultimately foster critical thinking, facilitate the acquisition of life-long learning skills, prepare students to function effectively in an information economy, and develop problem-solving skills. But the bottom line is that the teacher should be totally committed of the full responsibility for causing students to learn.
Makeup: Classroom atmosphere
The students should feel totally safe with their teacher. In addition to making the classroom as inviting and non-threatening as possible, I do my best to make myself accessible and approachable, and to bridge the gap between my students. I actively strive to make my classroom a sympathetic environment in which they feel comfortable to take intellectual risks in asking questions that seem unintelligent, when in fact there are no unintelligent questions. But I take care in a constructive manner, prompting rather than censuring these questions, treating them as puzzles that the whole class can help to solve.
Motivation: Enhancement of learning
There are several factors that motivate students to learn. These factors include student-teacher relationship, patterned learning, sequenced learning, encouragement, stimulation, relevant learning, and application of learning. As far as the student-teacher relationship is concerned, I visit with my students after and outside or class time. I believe students are not concerned about how much I know until they know how much I care. In most cases the outside contacts within the student-teacher relationship can create motivation for the student to learn. Another factor that can enhance learning is patterned learning. Patterned learning involves learning that is organized around a goal students can see and progress toward. Students need to know that there is an ordered plan for class. A disorganized teacher results in disorganized and unmotivated students.
The next motivating factor is sequenced learning. Not only do students like structure within learning, but they also appreciate logical sequence. When ideas build upon one another the students remain motivated and feel that they are gaining an understanding of the subject. Students are also motivated to learn when learning is encouraged. Active learning environments that allow discovery and exploration, questions and debate are far more superior to those that only allow one opinion, the teacher’s.
Stimulation is another factor that motivates students to learn. Learning can be stimulated by methods that promote curiosity and interaction between students rather than simply providing information from a single source.
I do believe lecturing has a place through gifted speakers, but people learn more in participatory engaging classrooms. Learning should also be relevant and rigorous in order to motivate students. I believe the teacher should build upon the students’ prior knowledge and teach it in a way that relates to the student’s experience. People learn best when learning moves from known to unknown.
Finally, people learn best when learning is applied. The old adage of “learning by doing” is true. When the students can begin to live out what they have learned, they are motivated to learn more.
Method: Learning activity
There are three categories of learning methods. These methods include cognitive, affective, and behavioral. But I have a tendency to be bias toward the cognitive method. This method includes brainstorming, small group discussion, case study analysis, debates, forums, interviews, neighbor nudging, panel discussions, question and answer, provocative questions, open-ended stories, skits, role plays, and technology-rich curriculums. I believe different methods demand different levels of student involvement and thus the greater the involvement, the higher the level of learning achievement.
Goals of teaching
My teaching philosophy includes seven different goals.
1. I will always teach people, not just lessons.
The student is the focus of my teaching, not simply the delivery of the subject content.
2. I teach more by teaching less.
Trying to teach everything that I know about a subject is not preferable. I believe I should limit my content so that there is time to illustrate, explain, and discuss.
3. I teach by using a lesson plan.
Planning is an essential aspect of effective teaching.
4. I teach for life change.
I believe one of the goals of teaching is to change lives, not just to cover the material. Be willing to stop and take the needed time to interact with the students.
5. Teach only after I have gained the attention of the students.
I always start each class with a “hook” that draws them into the lesson. I believe the first few minutes of class are important in engaging student learning.
6. Teach in ways appropriate to the age group.
I believe I should be familiar with the age group (audience), which includes their issues and personal needs.
7. Teach using relevant issues.
I read newspapers, news magazines and books, watch video tape news broadcasts and special programs, and use clips from recent movies, in order to give relevance to my class.