Teaching Philosophy

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Teaching Philosophy

Carl this is great! I have made a few suggestions. These are largely around giving the reader a personal insight into what your teaching looks like so that this statement could only be about you. I have put into bold font the critical issues that I believe you are stating.

I believe that the task of every teacher is to

increase the knowledge

(and I would add skills, self and social awareness and thinking and reasoning capacities) of their students, and in doing so fulfil the underlying goal of each student – learning. At the same time it is the responsibility of the teacher

to stay abreast of the advancements in theory and practice

, not only in their field of expertise, but also in the methods of delivery of those courses in which they teach. This leads me to believe that

teaching is a craft

, and in this respect, as with all crafts

, a continual honing

of the skills of that craft is necessary in order to be the best that one can be. In staying current with the methods and practice, by way of workshops, conferences etc., the teacher is in a position to not only teach what is relevant to their students, but also be best placed in how to deliver the material. (examples of yours from your practice) I believe that the teacher must have

a clear set of objectives

that will advance the student towards their desired learning goals. In order for this to occur the teacher must make all

attempts to know their students

, in the sense of what they bring into the classroom, by way of prior learning, and the ways on which to expand and build upon it. This attitude can only bring

a positive feeling of mutual trust and respect to the learning experience

. (You might want to provide some examples of what you do in relation to these beliefs) Not incidental to this is my belief that

facilities for the learning experience should be adequate for the type of course being taught

– adequate room, environmental conditions and technology all play a vital role. With respect to technology, I believe that it plays an important role in the classroom, and when used properly can be

a valuable method in augmenting different learning styles

but it should not be used as a means unto itself. (Great! Have you some examples of how you balance this out?) In order that students reach a sufficient mastery of the material being taught it is necessary that

specific goals and learning outcomes are set and conveyed to the students as early as possible.

It is also important that we, as teachers,

foster an environment in which the core subject matter is available for all students

, and that

additional, related, material is available for those students who wish to engage at a higher level

. (egs?) It is our job to facilitate learning for those who do not yet know. For the student to attain these goals I believe it is imperative that the

teacher provide both, formative and summative assessment and feedback

, and be

accessible to all students both in the classroom and at other times

during the teaching week. To cater for the different learning needs of students I believe that

varied approaches to tasks should be an important part of the curriculum

. Individual tasks allow the student to expand on the issues dealt with in class and apply them to real-world situations; Group tasks foster the skills that are necessary, and will be evident, in the workplace, as well as gaining an appreciation for others’ viewpoints and expertise. Both of these areas should include questions that

guide and motivate the development critical thinking

.

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