Reviewing my emerging teaching philosophy
My belief is that teaching forms an essential basis for education, which certainly plays significant roles in moulding students in readiness for the current knowledge based economy, whereby an individual’s competitiveness in the global economic context is directly aligned to their the educational skills. Educational institutions should not only increase educational achievements of students, but should impart more skills as well as providing improved education and qualifications, which will enable students meet the increasing difficulties resulting from the need for more knowledgeable workforce. As such, I believe that such a sophisticated workforce will be able to sail through the current hard economic times resulting from economic crunches facing various societal entities.
As an instructor, I strongly consider that schooling is purposed to facilitate achievement of self-realisation by students in all their endeavours in life. This agrees with John Dewey’s postulates on what the purpose of education should be (Dewey, 1966). As I pursue my dream of becoming a professional educator, I seek to teach my students on how to develop rational thinking and perform intellectual tasks that they will be liable for, which will also enable them know and put into effect what they believe is their life aspirations. Additionally, my teaching profession aims at instilling awareness amongst my students on the circumstances prevalent in the societal context. From the Freirean point of view, education should purpose to foster appropriate understanding of the ethical concerns in the society including the current events in the modern society. For this reason, as an educator I will employ concepts from emerging technologies, such as e-technology, acceptable within the cultural context of the students, where students will be able to access their academic progresses and seek clarifications when need be. Therefore, as a teacher, my belief is that education should lay emphasis on the need to impart knowledge on students, which is an essential resource for students to endure in various societal spheres. As such, this will enable students face real life situations and be able to solve day to day challenges they encounter in the society.
I purpose for an education system that aims at achieving national development in terms of facilitating various aspects of growth, particularly economic growth. For this reason, as a teacher I will seek to educate students on various skills they can apply in order to achieve this. I will integrate development basics such as entrepreneurial concepts in my teaching endeavours, which will facilitate attainment of mutual growth dynamics by my scholars. This will facilitate the progress of individual and national development, as students will apply the thought basics in real life situations, hence giving tangible inputs towards development (Blacker, 2007). My belief agrees with O’Connor’s paradigms, in his educational theory where he argues that the nature of education is one that focuses on what the society expects of, which is commonly to mould students towards development. Within the learning context, students should first be educated on a wide range of skills, inclusive of developmental features, before being oriented to their career aspirations. Through, this educational setting would realise its purpose of producing knowledgeable and autonomous individuals. My belief further purpose on an educational system that liberates student’s in all aspects and does not overwork them in any way. I will make work schedules with students aimed at promoting ample working in terms of assignment allocation and other education related concepts. This links with Freire’s paradigms, which proposes for an educational system that emphasises for an education system directed at liberating students. Within an educational setting, I will seek to integrate e-learning, where students have a chance to work at their own will but deadlines will be set and students can learn over the internet for a stipulated period of time and be able to deliver academic papers on time.
As a teacher, my principle is that I should facilitate the learning process of my students. As such, I purpose to teach my students based on real life situations with continuous expansion of teaching concepts to include practical examples, which students can associate with. This agrees with the school of taught by Paulo Freire on the need for the educational setting to adapt a system where an educator operates as a catalyst for the education process and not a narrator of the education concepts. As such, Paulo disapproves teaching settings where teacher adapts a narrator’s role while the students take the role of narrative subjects (Freire, 2000). In the recent past, technological advancements have extended to the teaching setting, whereby various teaching technologies are available for use in facilitating the teaching and learning process. Therefore, as a tutor, I will make use of available technological methods such as the internet, to facilitate knowledge acquisition by my students. In addition, technological advancements will assist me teach complex subject concepts such as mathematics and others which may call for use technological based tools such as Statistical Package for Social Sciences software, used in data analysis. For this reason therefore, an educational setting should provide basic essential technological necessitates purposed at facilitating students understanding of the concepts being taught.
My belief is that my role as a teacher will not make my students think of me as all knowing (Freire, 2000), therefore, I will enhance self belief amongst my students by giving them chances to contribute to teaching quorums, and give corrections where necessary. In addition, as a student facilitator, I will congratulate students on instance where they put some effort in trying to understand what is being taught. Through this, I will be able to nurture a sense of self belief amongst my students hence facilitate their learning process. As a tutor, I will arrange, execute and monitor the education curriculum to give a meaning significant to the student’s understanding of the educational context. As such, I will integrate decision-making and problem solving strategies into the education curriculum, which will enable student’s co-existence both inside and outside the classroom. I will further seek to maintain an authoritative relationship with the student’s, which will be cantered at commitment towards facilitating knowledge acquisition.
The ability to acquire skills essential in the development of individual capabilities is my belief on what a student’s traits should be. Based on Peter’s postulates on what education should offer towards development of a student (Martin, 1981), my certainty is to nurture students towards development of a student who not only posses knowledge but rather makes use of the knowledge they posses in attaining a developmental outlook. Speaking of knowledge application, I believe students should be able to understand basic principles taught and also be able to apply them in organising their reasoning (Martin, 1981)). As such, I will seek to educate students towards changing their perception on how they view things and hence exhibit commitment of conforming to standards set by the teaching curriculum. Linked to Freire’s hypothesis, educators should have capabilities unique from those of their as they should exercise some form of influence over them. Therefore my purpose as a lecturer is to develop control over students but with focus on allowing ample relationships which will facilitate the entire learning process.
As stated by Peter in his hypothesis of what a student should constitute (Martin, 1981), I too believe that education should nature students and foster their ability to apply theoretical knowledge taught in practical situations. My principle as a teacher is to mould students delighted as they pursue theoretical concepts taught and be able to put them into practice. Educational settings should pass on wide range of information to students (Dewey, 1966), which will reflect on the student’s pursuit of the intended goals towards self-realisation. As a teacher, I believe in teaching learners to recognize what they previously discern and be able to apply their understanding in critical situations involving acquisition of more knowledge. As Tefler, Downie, and Loudfoot postulate a student as one who not only has knowledge but understands them correctly, I propose for an educational system formed on the basis of improving the understanding by a on the acquired knowledge.
As a teacher, I believe in an education system that interprets to students on the content of what they are being thought rather than leaving them exploring on various contents far away from the actual content of their teaching (Rata, 2012). For this cause, I am an advocate of an educational system that seeks to allow for particular knowledge content to be taught in schools. As such, I will employ my trainer’s skills in carrying out teaching activities, without focusing on neither my area of competence nor that of the student’s interest. My belief is that practise of such kind of teaching will allow for formation of a standard guideline on the knowledge to be thought in schools. Therefore, knowledge thought will be measureable and hence organisation of educational systems to facilitate achievement of profound student outcomes will be feasible. In addition, I believe in such a system as it offers a mutual curriculum for all scholars thus integrates the nation and establishes a collective understanding of the world.
My belief on the information to be trained on in schools does not however limit to passing on of standard information to students for the sake of rating them. However, I belief knowledge taught in educational settings should be applicable in varied settings inclusive but not limited to social and political settings. As a tutor, I will emphasise on teaching on the content of my subjects of focus as this is the best knowledge available. This agrees with the school of taught by Rata, 2012, who further hypothesize content knowledge to be the best as it allows for democratic understanding of knowledge based on the fact that it gives the subjects basic principles as well as concepts. When linked to curriculum model developed by Young and Muller, education settings should seek to link concepts learned in educational context to the content learned by students. The limitation emerging from this is that elaboration of concepts within educational contents can be difficult. I believe continuous practice produces relevant out put towards linking educational concepts with educational contents. Therefore, I will link various technological resources essential in linking educational concepts with the subsequent content.
I do understand the complexities involved in understanding various teaching concepts based on the extent to which various subjects are known. As a lecturer, I will pull off some good work aimed at facilitating acquisition of knowledge by students. Alternatively, I will seek to extend the level at which students understand various subject entities. As a teacher, I believe that educational settings should strive to provide a subject-based syllabus since it provides insight on the way in which social knowledge can amicably serve existing education structures devoid of subversion of the epistemological nature of educational acquaintance. According to Young’s assumptions education syllabus should focus on improving student’s skills, values as well as their competencies. As such, during my career as a tutor, I will look to teaching on content knowledge, essential in enabling student how to discover what they ought to know through succinct description of what they should know.
As a student trainer, I will rely on my diverse training tactics and procedures aimed at instilling self belief amongst my students, which is pivotal in attaining educational priorities. As such, I believe that the educational context offers an ample environment whereby knowledge from teachers to students, and student to student can circulate thus enhancing learning procedures. My ability to fit into place with various numbers of students will supplement my input in the teaching as it will allow me to form professional relations with the students based on my abilities to engage each student based on the style they fit best into. Undoubtedly, this agrees with Freire assumptions on the essentiality of teachers understanding of the world and human beings, whom in this case are the students (Freire, 1998). As such, my teaching career will emphasise on the application of my varied knowledge and techniques on various real life aspects towards facilitation of students understanding of the outside world rather than classroom related aspects.
My certainty as a trainer is that I ought to exercise an authoritative role over a student. For this reason, I will exhibit leadership skills, which involve engagement of students in decision making, which instil a sense of self worth amongst students hence providing an ample environment for attainment of academic desires. This further agrees with Freire’s argument that teachers should exercise authority over their students but should not opt to be authoritarian as the later prejudices the sense of self worth amongst students (Freire, 1998).
Overall, my purpose as a tutor is to impart enthusiasm amongst students to become skilled on a wide range of aspects, essential in their daily endeavours. As such, I believe on an educational setting that seeks to provide a conducive environment, with availability of teachers to exercise their technical skills in encouraging students towards attainment of capabilities and skills for use in individual development as well as mutual national development. I believe in maintaining professional relationship with students intertwined with commitment towards developing each student skills based on their easiest way to adapt to the learning style. As such, I involve my student in decision making maters hence form such “realms” I am able to integrate various student ideas in my teaching portfolio and hence attain good results in development of student’s capabilities. My teaching philosophy has seen me establish ample student-educator relationship evident by the student’s commitment towards the educational curriculum and their education at large.
citations)
Blacker, D. (2007). Democratic education stretched thin: How complexity challenges a liberal ideal. Orlando: SUNY Press.
Dewey, J. (1966). Democracy and education. Alabama: Plain Label Books.
Freire, P. (1998). Pedagogy of freedom: ethics, democracy, and civic courage. Washington: Rowman & Littlefield.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum International Publishing Group.
Martin, J. (1981). Education reconfigured. London: Taylor &Francis.
Rata, E. (2012). The politics of knowledge in education. London: New York: Rutledge.
