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My Initial Teaching Philosophy: Course Analysis

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Evaluation of My Initial Teaching Philosophy Through this course I have broaden my knowledge in nursing education. I cannot commit myself to say that my teaching goals, methods, and strategies have completely changed - I would have to say that they were immensely enhanced after knowing the principles of teaching and learning. My teaching priorities and/or perspectives are the same way in a sense that I still have yet to do the groundwork of applying my knowledge in the real world of teaching, and maybe after that it will change. Going to details, there were some thoughts and ideas that specifically caught my attention. One of the key lessons for me is that “less is more”. Nurse educators have time constraints, I realized that well enough when …show more content…

Instead, reinforced learning and the importance of student engagement is something that I should be focusing on. Part of student engagement is effective communication between the teacher and the students, talking to students, learning about them, and including their interests in our lessons. Other things I learned is that I must be systematic in planning and instruction and not let emotions rule over my mind - as lessons, students, and other factors will never be 100% perfect and there will be challenges. Also, using my innate creativity will be a benefit for me when creating a lesson plan. Before this course, I thought of teaching as something that’s maybe unexciting. I came to realize that there are a multitude of ways that I can make it fun and exciting for everyone - concept maps, role plays, simulations and other strategies will make more sense to me and my students. I still value different learning experiences as I have said in my original statement, as we are all unique individuals. To me, that’s a given. What it boils down to is getting to know my students from the start and building that flexibility. Getting to know every student well enough to effectively teach …show more content…

Although I believe that teaching takes years of practice to become an effective teacher, taking this course made me realize my strengths and weaknesses as a teacher. I unearthed some assumptions about teaching and discovered an entirely new language and philosophy. As I have said in my original teaching philosophy statement, my life experiences and different roles in society helped shape my teaching philosophy, and it will continue to do so. I persist to succeed using my caring nature and honest aspiration to benefit my students and in the grand scheme of things – for our patients to receive the best care. (Clark, C. M., & Sigma Theta Tau International, 2017)
Revisit these exercises throughout the semester and check in with one another to evaluate our “stress-reducing” aptitude. It helps to have a team of cheerleaders and to know that someone has your back. It is this esprit de corps that helps strengthen and reinforce the bonds between and among students and faculty – two groups who will soon become colleagues in a profession with unlimited demands and expectations (Clark, C. M., & Sigma Theta Tau International, 2017)

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At this point, it is important to pause and note that a teacher’s personal identity – inevitably marked by her cultural heritage, professional background and her life journey - also influences her ethics. Sometimes the elements of this identity supplement the growth of a teacher and at other times, they may become impediments. Maex (2011) states that the well-intentioned habitual tendencies of therapists/doctors to give advice can sometimes be detrimental to the empowerment of a participant’s discovery of his own answer through his suffering. Conversely, Crane (2016) gives the example of pioneering work of Kabat-Zinn and attributes one of the success factors to his professional background as “it honored the ethics, agenda, ethos and concerns of the mainstream hospital setting within which the course was implemented.” All of life experiences bring their own contributions and at the end, I would concur with “good teaching comes from identity, not technique.”

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Therefore I want to be a teacher who brings excitement and creativity in the classroom to inspire students to become engaged in their learning. I feel that it is vital to plan creative and engaging lessons to develop a love for learning, which allows them to explore subjects on their own, looking in depth at what their particular interest is. Benefits However it can be challenging enough to get children focused at the beginning of class.

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My goal also is that through my teaching style I will be able to keep every student engaged in the lesson. I always try to accommodate and include varies learning styles that will allow students to learn and understand better the material. I also believe and even hope that through my teaching I will not only try to pass on knowledge but that through the lesson I will be able to help students understand and learn how can they use what they have learned in real-world

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If you make learning more fun for students, then they will take a greater investment in it and might be able to take the learning into their own hands, which should be the greatest goal in

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In this course, I learned the different nursing theories and how it has been

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Throughout my training, I implemented various strategies for engaging students in small groups and rigorous lessons. My role as a teacher is to communicate effectively, be respectful, and have self-worth and confidence. I did fear making wrong choices throughout this field experience. I set high expectations the students to achieve high goals. Teaching to me opened doors to many students’ lives.

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The students were productively engaged during the lesson plan and learning process. Furthermore, I know that the students were productively engaged based on the comments and questions that they said during the lesson. During the lesson the students were excited about the group work and reading materials. 3.Did I alter my instructional plan as I taught the lesson?

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