TOPIC

I.

My Teaching Learning Philosophy

INTRODUCTION

This teaching and learning statement underscores my teaching and learning

Philosophy statement.

The statement is based on four component namely,

conceptualism of learning (ho I believe learning occurs), conceptualization of

teaching (how I facilitate learning in my teaching practice) and how I develop
goals for my students focusing on how I develop goals for my learner.

As I pause to reflect about teaching I am reminded of a quotation from the heart

of a teacher identity and integrity- Good teachers join self, subject and
students in the fabric of life because they teach from an integral and undivided
self; they manifest in their own lives, and evoke in their students a capacity for
connectedness.
My philosophy of teaching is deeply embedded in the view that teachers shape
the world and the ultimate goal to effectively teach all my students and instill in
them a love for learning and to be lifelong learners. To achieve the goal of
becoming an effective teacher, teaching students ensuring that learning takes
place, I will outline a few guiding principles that embodies my philosophy and
that will be the benchmark to my success in teaching.
I believe in educating, empowering and equipping learners from all walks of life
so that they can be able to maximize their potential. I agree with Malcolm
Knowells, the father of andragogy (adult learning) who observes that the teacher
is to be a facilitator of learning (Knowles, Holton & Swanson, 2011)

II.

CONTENTS

Know the subject that I teach

I strongly believe that to effectively teach my students so that they learn and be translated
to being problem solvers and critical thinkers; knowing my subject area is critical. It is
my sole aim to possess mastery of my content area, its construction and how I can
organize it to teach my students evoking in them a passion for learning and interest. I will
also endeavor to keep abreast of new knowledge and developments in my area of
specialization, using technology and other sources of information. I will use my
knowledge of my subject area to expose my students to the modes of critical thinking;
encouraging them to analyze, apply, synthesize and evaluate what it is that they will
learn. I will also engage in reflection and action research to evaluate the impact of my
instructional strategy in teaching.

Know my students and how they learn

The good teacher knows and understands students, how they develop and learn. I strongly
believe that children are not passive receivers of information, but they learn best when
they are actively involved in their learning. This correlates with the Chinese proverb
Tell me and Ill forget, show me and I may remember, involve and Ill understand. I
am cognizant of the fact that students are active constructors of knowledge both on past
experiences and prior learning. Students dont all learn the same way or the same rate. I
therefore assume the role of familiarizing myself my students interest and abilities and
prior knowledge. I will then plan learning and instructional materials that will evoke
critical thinking and learning. It is of critical importance that I understand and acquire
knowledge of how my students learn. I will also try to identify learning and to plan and
implement instructions to meet the diverse learning need of students.

Sharpen my teaching and professional skills

To be a teacher, I believe that reflection and action research are ongoing factors in
sharpening my level of professionalism and quality in teaching. It is my intention to
continue improving my best through research and inquiries ensuring that the knowledge I
impart to my student is precise, meaningful and inclusive. It is also my belief that in
becoming an effective educator, I will have to seek out and pursue opportunities for
improving mastery of my content and methodology.

Facilitate learning
I will endeavor to be a facilitator of learning in my classroom. As a facilitator, I will try to
create opportunities for my students to learn. I will guide my students learning in order
for them to make their own discoveries and construct their own meanings. The
constructivist model of learning is one I endorse, as I strongly believe that students learn
best when they are actively involved in their learning. I believe the role of the learner is
to learn, collaborate and be a team player. I am also cognizant of the fact that learning
takes place through social interaction, therefore, I will structure teaching so that learners
are actively involved ( asking open-ended question to engender critical thinking), work
collaboratively and cooperatively and be a good team player in the classroom setting
My philosophy of teaching has changed a lot having done the course understanding the
learner. I am now more understanding, appreciative and knowledgeable of the ways
children grow and develop the varying needs of exceptional children and my role as a
teacher in facilitating learning.
My philosophy will continue to guide me throughout this noble profession
My Learning & Teaching Philosophy

I generally subscribe to behaviourism as a learning theory that holds that

behaviour change is the evidence that learning has occurred and that reward or

I F A& MHicks
ILIA
punishment can either increase or decrease good and bad behaviourM(Greene
1984).

Behaviourism appeals to my teaching philosophy which is basically teacheroriented but both in pedagogy [child learning] and andragogy [adult learning]

(Merriam, Caffarella & Baumgartner 2007).

I also subscribe to the theory of cognitivism as a learning theory which opens up
the black box of the mind and regards students/learners as information processers

(computers).
As information processors, students actively explore and process information as
they receive it as compared to the passive perspective of the behaviourist perspective

(Bell 2010).
I also subscribe to the theory of cognitivism as a learning theory which opens
up the black box of the mind and regards students/learners as information

processers (computers).
As information processors, students actively explore and process information
as they receive it as compared to the passive perspective of the behaviourist

perspective (Bell 2010).

My students actively engage in new material through discovery learning and
activities that challenge them to explore relationships, properties and principles of

what they will be learning.

My teaching and learning philosophy is thus rich in that students actively take
ownership of the learning process instead of being zombie recipients of knowledge

which I give to them as the teacher.

My students actively engage in new material through discovery learning and
activities that challenge them to explore relationships, properties and principles of

what they will be learning.

My teaching and learning philosophy is thus rich in that students actively take
ownership of the learning process instead of being zombie recipients of knowledge

which I give to them as the teacher.

My students actively engage in new material through discovery learning and
activities that challenge them to explore relationships, properties and principles

of what they will be learning.

My teaching and learning philosophy is thus rich in that students actively
take ownership of the learning process instead of being zombie recipients of

knowledge which I give to them as the teacher.

Because of its more student- centred approach, the social constructivist
perspective is also evident in my teaching and learning philosophy.

The social constructivist model of learning holds that learning happens in

social situations through interaction and association (Curzon & Tummons 2013).
This approach assumes that great and long lasting memory in students

occurs in social situations. Such situations are everywhere.

The humanistic perspective also underlies my learning and teaching philosophy.
This view seeks to empower learners to be in charge of their learning, and to

motivate students to achieve their own educational goals (Elias & Merriam 1995).
Drawing from the wisdom of Knowles, I seek to empower students to be creative
and draw from their lifes experiences and not just be passive recipients of

knowledge.
I also have a disposition for situated learning which occurs in communities of

practice as proposed by Wenger (Wenger 2002).

Communities of practice are "groups of people who share a concern or a
passion they do and learn how to do better as they interact regularly" (Wenger

1998).
Novices begin from the outskirts of the group until they become experts in
their own right through involvement (Lave 1991).

Conceptualisation of learning: (how I believe learning occurs)

In order to be a competent and relevant educator, I need to embrace the diverse

ethnicity of my students, their strengths and weaknesses as well as their experiences.
I should be aware of the differences between pedagogy and andragogy so that I
will not treat my learners as children but as adults who have the efficacy to achieve

their own educational goals (Knowles, Holton & Swanson, 2011).

I believe learning occurs when good behaviour is rewarded while bad behaviour is
deterred through punishment. For example learners who do well in tutorials and class
projects may get incentives such as lollies while late assignment submissions will
attract a 5% mark deduction per day to deter the bad practice of assignment
submission (Greene & Hicks 1984).

Conceptualisation of teaching: (how I facilitate the learning process)

My teaching philosophy is underpinned on facilitating the learning process of

students by being a guide on the side rather than a sage on the stage to my

students learning process (King 1993). Good teachers are not only teachers
perse but facilitators of the learning process.

A teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator
supports from behind; a teacher gives answers according to a set curriculum, a
facilitator fosters a conducive learning environment for learners to arrive at
their own conclusions; a teacher gives a monologue, a facilitator creates dialogue
with the learners (Naomi & Githua 2013).

Conceptualisation of learning: (how I believe learning occurs)

I agree with the learning theorist John Dewey (1859-1952) who believed that
effective learning is a result of four components namely aims, the teacher, the
learner and a relevant curriculum (Eisner 1983).

These four pillars are indispensable components of learning without which

proper learning does not take place.

In covering course material, it is always essential to begin from the known to the
unknown as espoused by David Ausubel - 1918-2008 (Novak, 1998) and to
employ the Vygoskian concepts of Zonal of Proximity (ZPD the difference
between what students can do alone and with my assistance or that of peers the
More Knowlegable Other (MKO) concept and scaffolding - a skill of instructing
leaners to absorb new information in a progressive manner (Mcleod 2007).

I strongly agree with Nikos Kazantzakis who says that an ideal teacher is one
who uses himself as a bridge over which he/she invites his students to cross, after
having facilitated their crossing, he joyfully collapses while encouraging his
learners to create bridges of their own (Kean & Embi 2011).

Through facilitation, I am able to guide the learning of my students in an

actively reciprocal and interactive manner such that I will also learn alongside
and together with them. I demonstrate the sage on the side skill by fostering
group activities, seminars, simulations workshops, tutorials, and class feedbacks
through the web where I encourage and challenge students to learn cognitively
through teacher and peer help using Lev Vygoskys concepts of the MKO and
ZPD (Vygotski 1978). From a constructivist andragogic perspective, adult
students usually learn better using a hands-on approach and by
experimentation, and not just by rote or being passively given information by the
teacher.

Learning is achieved through a variety of technologies including video clips,

images and power points conveyed to learners through blended learning and
traditional classroom environments.

As proposed by Abraham Maslow, students basic needs (eg food, safety, respect,
love) should be taken care of first before meeting their high level needs (eg selfesteem, fulfilment, self-respect etc) (Oxford & Shearin 1994).

It is also essential from a humanistic point of view to ensure that my students

have tea and lunch breaks in between learning sessions. Further, classrooms
should have adequate student seating, air circulation and proper safety
procedures put in place.

III.

Conclusion

The foregoing has been a discussion of my teaching and learning philosophy

in terms of the conceptualisation of learning, conceptualisation of teaching
and goal formulation conveyed through a web based application.

The journey of my teaching career will be a continuous process underpinned

on a diversity of learning theories depending with the context of my learners.
The passion I have of becoming a better teacher is the driving force in my
commitment to continuous development.

I am committed to grow and learn in a reciprocal manner together with my

learners as a sage by their side and not a sage on the stage. I will always be
on the hunt for opportunities of learning in order to continuously improve
my teaching approach.

IV.

INSIGHTS
As a contemporary teacher, it is imperative to appreciate how teaching styles
have evolved over the years through formulation of various theories.
Students need to actively engage in information through a critical reflection
of the information instead of sticking to the traditional method of learning by
rote. Learners should be able to think critically and process information by
opening up the black box of their mind.

My goal as a teacher is to empower learners to have the efficacy to complete

assigned tasks and assessments which should be constructively aligned to
achieve learning aims and outcomes as proposed by John Biggs (Biggs 1999).

My lesson plans will be well prepared and will have clear aims, objectives,
and relevant teaching methods, innovative web based technologies and
strategies which engage learners in the learning process.

By the end of each course, my students should be be able to apply the

knowledge they will have acquired to their everyday lives and workplace
situations. They should be able to think outside the box and critically
evaluate information they come across.

After completion of each course, students should be able to use their

cognitive process as an evidence that learning has taking place.

V.

REFERENCE

Bell, F. (2010). Connectivism: Its place in theory-informed research and

innovation in technology- enabled learning. The International Review of
Research in Open and Distance Learning, 12(3), 98-118.

Biggs, J. (1999). What the student does: teaching for enhanced learning. Higher
Education Research & Development, 18(1), 57-75.

Curzon, L. B., & Tummons, J. (2013). Teaching in Further Education: An outline

of principles and practice. (7th ed.). London, UK: Bloomsbury Publishing.

Eisner, E. (1983). " Educational Objectives: Help or Hindrance?" Elliott Eisner

[1967]. American Journal of Education, 549-560.

Erwin, G (1999). Christ for All nations, Dallas, Texas.

King, A., (1993). From Sage on the Stage to Guide on the Side. College Teaching,
Vol. 41, pp30-35

Greene, J. and Hicks, C. (1984) "Basic Cognitive Processes: Open Guides to

Psychology". Open University Press: Milton Keynes

Kean, A. C., & Embi, M. A. (2011). Using active engagement strategy to promote
learning awareness and self-monitoring. International Journal of Learning and
Development, 1(1), Pages-91.

Knowles, M., Holton, E., Swanson, R. (2011). The adult learner: The definitive
classic in adult education and human resource development (7th ed.). Oxford, UK:
Elsevier. Knowles Malcolm (1913- 1997)

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral

participation. Cambridge university press.