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Teaching Philosophy Statement

556 Words3 Pages

Education is a two-way street. As a teacher I give the information, and the students receive it. The students then give feedback on my teaching, by comprehending the lesson, or not. In thins sense education is a two-way street. As a teacher I give the information, and the students receive it. The students then give feedback on my teaching, and I learn from that. This feedback can be verbalized, non-verbal, or gleaned from test scores. I must then use this feedback to better understand how my students’ needs are being met.
As a teacher I will have to be more than a lecturer. I will also have to wear the hats of psychologist, guidance counselor, parental figure, mediator, and possibly confidant. This is necessary to ensure the needs of my students are being satisfied so that I can impart the knowledge I am tasked with. Students will also have to be made to feel welcome in my classroom, and that they …show more content…

In the traditional sense teachers lecture. Trainers engage. Trainers engage through presentation skills. I came to the teaching profession after a lifetime in the corporate world. In every training that I underwent, I was struck by how presentation skills were as important as subject matter knowledge for my corporate trainers. This was vast departure from the majority of my high school and college experiences. As I look back upon those experiences, I have had the best curriculum connection with the curriculum that was presented in an engaging way, and not just communicated through lecture. By presenting in a way that engages, you are also presenting in a way that controls the behavior of the classroom. Attention is on the lesson. This relationship can only happen if the teacher shows caring for the students; builds on this caring by challenging the class to succeed, and guides them to learn. Often this can all be accomplished through the use of appropriate humor (Ponte, Singh, & Scarlett, 2009, p.

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Teachers know their students well, insuring their diverse linguistic, cultural and religious backgrounds. they now how the experiences that students bring to their classroom affect their continued learning. they know how to structure their lessons to meet the physical, social and intellectual development and characteristics of their students. Teachers know the content of their subjects and curriculum.

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The first part of my courses are teacher-centered and include a lecture session where students are expected to absorb information and memorize key facts. Since the lecture is a one way presentation and there is little interaction with the teacher, I follow up the lecture with a series of demonstrations allowing students to view several approaches of reaching the same conclusion and also provide them with multiple examples. My courses end with group activities to promote self-learning and critical thinking by finding solutions through exploration and guided discovery. Students are encouraged to identify personal challenges with the material, collaborate with their group members to resolve these difficulties, and work toward a common goal. I find the lecture component allows important information to reach a large group of higher education students, while the group activity component address individual needs.

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During my time at Dawson College, I took part in the CEGEP's social and community involvement for the course of three semesters. I volunteered at the first aid team and at the Dawson daycare center to gain experience in taking care of different people. My passion has always been to help others and to work with children. Interacting with children in the daycare triggered me to pursue my dream of taking care of young people, and what better way to fulfill those dreams than by becoming a kindergarten teacher and taking part in helping shape our future generations? Being a teacher requires a lot of patience; therefore, volunteering in the daycare helped me learn to be patient and be more understanding because every child is raised differently and all people have different stories.

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There are many teaching strategies, and it is important to acknowledge what experts agree on and consider the use these strategies in my teaching. All of the strategies elaborated in the article were not completely new to me and were discussed during different courses at Achva to a certain degree (especially application of knowledge and engaging with content), but certain tips within the strategies were surprising to read and are worth exploring. For example one of the tips that I find difficult to apply is sharing your objectives with students. I tried writing the objectives of the lesson on the board in the beginning of the lesson for students to see, but students commented on the objectives or were occupied with them (or a certain task), instead of working toward reaching them. Sometimes the objectives discouraged them if they didn’t like the topic (grammar for example) or stressed them out if they found them challenging.

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This course featured a variety of ways to express information to students. The techniques that I found very effective were the videos and the conversations on Blackboard. I thought the videos were an effective way to convey information because it is easily accessible, as many students have phones and devices that can access YouTube easily. Additionally, I believe the use of media as a teaching tool can help keep students interested in the topic, as different students can find visual learning more effective.

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Meanwhile, in a survey that Cengage Learning recently distributed to students, we asked, “How do your professors get you engaged in your classes?” Here are just a few of their responses: • “Class discussion is really the best way professors get students involved. It is unfortunate however that many professors merely lecture, which is not very engaging at all.” • “The way in which they communicate—if we have activities, making the work tangible.” • “By talking about things I relate to.”

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The authors provide research-based evidence and practices to support each of these areas. Additionally, the authors point out that a teacher must be reflective and make data-based decisions when applying new practices to a classroom, as each classroom and each community is unique with its own set of needs. The first of the three areas of effective teaching MacSuga-Gage, Simonsen, and Briere (2012) discuss is “delivering explicit and engaging academic instruction” (pg. 1). This means that teachers should seek instructional activities which support effective instruction and can be supported empirically by research. The authors highlight many of the characteristics of effective teachers who deliver “explicit and engaging academic instructions” (MacSuga-Gage, Simonsen, & Briere, 2012, pg. 1) including prioritizing objective, sequencing activities to maximize the use of time, focus on increasing student engagement, reducing the student-to-teacher ratio, and managing instruction using positive strategies.

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This allows a sight of all students. Firstly as a teacher I would observe the characteristics of my students, and how they interact with others as I instruct the classroom. I will be aware of the surroundings and friendship groups that students create, intellectually and socially. For example if more capable students communicate with each other and disregard others who are not as capable as them, then I would ensure more communication goes around within the classroom. During group activities I will ensure that students work with peers who they normally wouldn’t work with.

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While collaborating with other educators is important, I also need to think about how I will work with support staff in my classroom. Throughout my academic career, I have seen many support staff in classrooms ignored or used as assistants to the teacher when they are not working directly with the students with whom they have been assigned to work. This is not only a waste of a valuable resource in your classroom, but also extremely demeaning. My hope is that I will be able to learn from the support staff information about students I might otherwise never learn – such as advice on how to appropriately help a student with ADHD who might need to take some time out of class to refocus. No matter how much research I conduct on my own about various

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I think that students can learn a lot from one another and that their interactions in the classroom play a big role in the learning process. I also want my students to feel comfortable interacting with me and approaching me with questions. I believe good motivation is a necessary condition for students to succeed in learning the material taught in their courses, and it also proves to be crucial later on in their professional careers. In order to help students get motivated, I begin my lectures with concrete examples that are closely related to the concepts we are going to discuss in the class. In my experience, real world examples are particularly effective in keeping students engaged with the lecture and in making them aware of the usefulness of the materials they are going to learn.

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773 Words | 4 Pages

For example, at 5:02 I call the class back to me and show the students how I would form a fact family sentence and ask if I used my numbers correctly out of my bag to be sure they understood the goal. By doing this I was using effective instructional strategies to be sure the students understood. I was consistently interacting with students as you can see at to see what their responses were as

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So, the important thing is how you deliver the lectures in the classroom on what nature of topic? If we chose the right topic and strategy than lecture method would be a key teaching method for higher level students. Learners can get the enjoyable experience from the lecture methods. I would suggest three key points that help to increase the meaningfulness of lecture method. The first is attract the students’ attention and interest on contents.

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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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I believe in the student centered approach to teaching. This model has proven to be more effective than the teacher center model. The teacher acts as the facilitator. The student and teacher need to learn what works together. The curriculum should be based on the specific students in the class and the activity that is going on at the time.

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