Personal Philosophy of Teaching Part (II)

During this course, I have learned much about teaching, especially about increasing student engagement. I have learned that effective teaching involves aligning the three main components of instructions: assessments, learning objectives, and instructional activities. Taking the time to do these tasks up front saves time and ensures there are better course outcomes.

Personal Philosophy of Teaching Part (II)

Teaching is more effective, and students learning is enhanced when the instructors articulate a clear set of learning objectives. The instructors must also include instructional activities such as discussions and case studies that support the learning objectives through goal-oriented practices.

The educators also need the assessments such as tests, performances, and papers to provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives and for the educators to provide the targeted feedback which will improve the learning activities (Dolapçioğlu & Gürkan, 2020). For learners to learn effectively, educators must choose what to focus on and prioritize the topics.

Sometimes it is easy to get overwhelmed by all the materials that need to be covered. However, I have learned that covering too much will work against the students; therefore, choosing what will be included in the course and what will be left out is essential. What stood out as important to me is that it is vital to acknowledge knowledge blind spots and overcome them.

Since educators are experts, most knowledge is applied automatically and unconsciously through drawing from various bodies of knowledge and choosing appropriate application strategies; therefore, it is easy to skip or combine critical steps when teaching (Senthamarai, 2018). When the teacher does not apply knowledge sufficiently, the learners may be confused, derive incorrect conclusions, and fail to develop critical skills.

The instructors should break tasks into component steps, explain connections explicitly, and model processes in detail. It is essential for educators to explicitly communicate to students the skills and knowledge they take for granted so that students can see the experts thinking in action and practice, applying it themselves.

I will completely change my original philosophy because I believe that students need to have the will to learn. However, now I understand that students rely on their instructors to get the instructions they need to learn. Effective learning requires effective teaching strategies. Even though students are ultimately responsible for their learning, the role of the instructors is critical in guiding students’ thinking and behavior (Senthamarai, 2018).

These roles should be applied concerning the learning objectives and supporting the instructional activities. The goal is to ensure the evidence-based methods of capturing the attention of various learners are applied. There are different types of learners, and each needs to have their aspects of learning included in the instructional process (Cliffe, 2020). Therefore, a classroom should consist of practical learning for kinesthetic learners, statistics and data for reading learners, visual presentations, and an explanation of materials for auditory learners (Dolapçioğlu & Gürkan, 2020).

Teaching requires adapting, and students need to continually reflect on their education and be ready to make changes where appropriate. Understanding what needs to be changed and how it will be changed requires properly examining relevant information on teaching effectiveness. It is important to seek feedback to ensure that the instructor can modify the learning content, objectives, and format based on the needs of the learners.

The teaching methods, strategies, and goals have significant changes from the first week of the course. By this time, the students are now familiar with the course objectives, and they have a clear understanding of the course. I will now focus more on training the students to prepare for the work market.

For instance, if the lesson is on wound cleaning, my goal should be to allow the students to identify and evaluate specific steps they will implement to make the task functional. The teaching goal should allow the student to make appropriate decisions that will be helpful to the patient and guarantee positive outcomes.

Unlike in previous weeks, the teaching method here should be using an evidence-based teaching method. This method will ensure to include the student in the teaching process and decision-making. The strategy to achieve these goals and objectives will involve an active learning experience.

The different learning experiences that I will use in this course will ensure an understanding between the student and teachers. I will provide students with relevant knowledge to ensure they are ready both for the learning period and future jobs. The previous learning experience focused more on introducing the students to the course and allowing them to familiarize themselves with the different course dynamics.

However, as the course progresses, the learning experiences now focus on ensuring the students are equipped to handle any situation (Cliffe, 2020). I will also discuss with other faculty in the department to ensure that my position is functional and will guarantee the students have the necessary information to capture the work market. 

References

Personal Philosophy of Teaching Part (II) Instructions

Personal Philosophy of Teaching, Revised (Part II)

As discussed earlier in this course, your personal teaching philosophy is a work in progress. During week 8, you will revisit and revise your teaching philosophy that you submitted during week 1. As part of this assignment, you should evaluate your original philosophy and include a one-page discussion of how your thoughts and ideas about teaching have changed and developed during this course. Guidelines for revising your teaching philosophy and the one-page discussion are below.

Assignment Guidelines

Revised Personal Teaching Philosophy (3–5 pages)

Reflect on the teaching principles and practices discussed during the course.
What did you learn about teaching that you did not know prior to this course?
What stood out as important to you over the past 8 weeks?
Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction).
Your revised teaching philosophy should:
Have a clear focus or theme.
Be authentic and personal.
Relay who you are (or aspire to be) as a teacher.
Exhibit genuine enthusiasm for teaching.
Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed).
Describe your current teaching goals (whether or not they have changed).
Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy). Note: make sure the teaching methods you find best are consistent with your goals.
Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience.
Be 3–5 pages, including the evaluation discussion but excluding title and reference pages; length should suit the context. It should be typed in Times New Roman using 12-point font and double-spaced with 1\" margins.
Be well written, using a first person narrative and present tense.
Follow APA style.
Have no any grammatical, typographical, or spelling errors.
Evaluation Discussion of Teaching Philosophy (1 page)

As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course.

After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course.
Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion:
Have your teaching goals, methods, or strategies changed, and if so, how and why? Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why?
Do you value different learning experiences, and if so, what are they and why?
Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course.
Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching.
In addition to the course texts, include at least two outside