PEDAGOGY AS A PROCESS 5

Statement of Initial Philosophy of Teaching

The metaphor that best illustrates my pedagogical underpinnings is that of a Coach. My

pupils, in comparison, are my team and my classroom, the field of play or hall room. As I

prepare these young individuals, to reach their fullest potential, I must be conversant with what

contributes to their development. How do I bring forth the acquisition of these skills, to allow for

meaningful learning? In order to execute this successfully I will provide them with the best

possible experiences infusing new information to already existing schemas as the curriculum

unfolds.

As I encourage my athletes’ perceptiveness of the game and build on their previous

experiences, I must be mindful that they all bring to the team, different contributions and are at

diverse stages of growth. I must strategically move them from the known to the unknown and

from the concrete to the abstract. To have them hold their readiness and confidence in high

esteem as they go forth to conquer their challenges. They should be able to assimilate learning as

they embrace maturation and encouraged to know that learning is a personal matter, which can

be as dynamic and ever evolving as they desire.

While creating these opportunities of learning, other equally important developments

need to occur. For instance, respect, communication, empathy, camaraderie, problem-solving

skills and dealing with emotions are all equally critical. In comparison, as a coach, the same

applies, sport is predominately highly emotional and dynamic, and players need to maintain their

calm and wits while having faith in their peers as a team. This does not occur over a short period.

As such, these abstract underpinnings are earned through developmental relationships and cannot

be commanded by others. I always aspire to maintain a positive rapport with my charges and

create an open line of respectful communication, to build this relationship.

PEDAGOGY AS A PROCESS 6

In the same manner that the teacher needs to be sound in his methodology and content

(curriculum), so too, as a coach, it has equal significance. A total understanding of the sport is

required and to know how each person can best fits into the program, to produce that well-oiled

machinery that works as one unit on the field. I believe that each child is unique and learns

through different mediums. Hence, I employ various avenues for learning and apply various

strategies for development. Similarly, a coach, through training, maps the progression of his

players and varies his methodology as required.

I hold dear to the credence that the process of teaching is that the verb “to teach”, has the

role “to guide”, as the base of its meaning. Even though the delivery of content is fundamental, it

is the processes and depth of internalising the material by the learner that has its weight in gold.

Here is where learning becomes dynamic and purposeful, when it can be assimilated into and

impact on lifelong experiences.