Teaching Philosophy, Teaching Style I teach in such a way that students can gain the tools and experience to help them successfully contribute to the world today. In that respect, my teaching philosophy is based on empowering students so that they are equipped to both have aspirations and fulfill them in a way that is socially productive. Subsequently, one of the fundamental characteristics of my teaching philosophy is to encourage students, and provide the sort of nurturing and positive reinforcement that fosters confidence and enables them to firstly believe in themselves and in their own abilities. Thus, there is a definite aspect of care and care ethics that actuates the way I teach. This principle is well aligned with my belief in positive reinforcement as one of the fundamental ways of bolstering the learning prowess of students through techniques such as constructive criticism. Additionally, I also attempt to teach in a way that utilizes the Socratic Method as much as possible, even working with young learners. Although it is necessary to maintain an authoritarian presence with students for the sake of classroom management, when it comes to imparting didacticism I believe it is more advantageous for students to perceive their lessons as an educational experience that we are all embarking on, including me in my role as the instructor. Thus, I am frequently found utilizing leading questions and a democratic process of learning that is definitely Socratic (Sanford, 2003) in...
Moreover, I am also convinced of the tenet referred to as tabula rasa, which plays a profound role in why I have adopted the aforementioned teaching philosophy. I truly believe that students are akin to the sort of blank slate denoted by this concept (of tabula rasa) (Bunch, 1994), and that as pedagogues we are tasked with forming and shaping them in such a way that they can make positive contributions to society. I realize there are some instructors who believe that socio-economic circumstances, geographic location, genetics, and a host of other factors inform one's character. Although I am not challenging any of these viewpoints, my primary conviction is that students are that proverbial blank slate when they come into my classroom, and that it is my job to equip them with the knowledge, understanding, and kindness to go forth with a respect for learning and a responsibility to the greater community at large.
I will and have been using a journal of activities to measure these goals as well as the total goals of my day-to-day work. In this respect I will be trying to eliminate one of my flaws; that of being a know-it-all at times. There are certain points where I go off on tangents trying to solve the unsolvable. I can waste a great deal of effort tin trying to
Here the emphasis is on complete neutrality, the child being exposed to all different ways of thinking and believing (Cahn, p. 421). In the end the child will make his own choice as to what is best. Such complete freedom; however, rests upon a notion that children might indeed make incorrect choices; ones that are base don incomplete knowledge of the real world. The need to make rational choice
Montessori is an educational approach that was created by the doctor and pedagogue, Maria Montessori. The basic pillars of a Montessori education revolve around the ideas of the necessity of independence, freedom within certain limits, and an overall respect for a child's organic development, in regards to all that is both psychological and physical, but also verbal, intellectual and even social. Some scholars argue that no two Montessori schools are
He begins by introducing the concept of neo-Fordism (or neo-industrialization) which was characterized by product innovation. The age of neo-Fordism led to distance education adapting itself to the more demanding consumerist society as it started to produce a wider array of small-scale courses on which constant innovation can be made possible. Post-Fordism (or post-industrialization), on the other hand, does not have much difference from neo-Fordism only that it adds
Adult learning theory Twenty-First Century 9(chapter 9 book Sharan Merriam - New The primary purpose of Cari Kenner and Jason Weinerman's "Adult learning theory: applications to non-traditional college students" and Sharan Merriam's "Adult learning theory for the twenty-first century" is to denote differences in adult learners from conventional higher education learners, and to accommodate those differences to maximize learning potential for the former students. The authors achieve these goals by discussing
Feminine Pedagogy and Critical Theory Pedagogy of the Oppressed "We are living in a period of profound challenges to traditional Western epistemology and political theory" that are in evidence in every aspect of modern life, and that are especially profound in the field of education (Weiler, 2003). The single most profound aspect of these epistemological, social, and political changes is based in the ironic history of postmodernist movements: An oppressed group may
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