Statement of Teaching Philosophy
A circle has no beginning and no end. One side is not larger than another and every part of the circle is connected. No one style, technique, theory, or subject matter can define learning without being a part of another. It is my belief that adult learners are hungry for knowledge but no two students learn in the same way. Profound and sincere learning occurs when it is personal and has a direct impact on the student. Where one student might learn best through textbooks, another must have a complete sensory experience, and another must engage in meaningful debate and conversation. I perceive the student not as one traversing the outer edges of the circle to gain knowledge; instead, they are at the heart of the circle acting as the motivator for how large the circle will grow and how fast it can turn. I believe adults do not simply learn in one style and they are not motivated to learn by a single concept. In creating a cyclical style of learning, I aim to encompass all methods of learning to give a well-rounded approach to guiding the student to learn by experience, to engage with the subject matter on a personal level, and to provide reflection on where this newfound knowledge will take them.
In the classroom, I believe a comprehensive mixed approach to learning ultimately builds well-rounded students. It is my role as an educator or trainer, to act as a facilitator to the learning process and allow the students to be self-directed in how they execute their learning. I do this by giving students activities that stimulate them to learn more, provide opportunities to delve into the topics that matter directly to them, and that offer practical applications to the learning. Students must start with clear and relevant objectives of their learning during a course or training session, followed by written, group, and creative assignments that encourage further reflection, action, or research. It is my goal that students engage in an environment they feel comfortable being themselves, are in some control of what they are learning, engage in humor, and gain an appreciation at a local and cultural level. To determine an assessment of learning, I believe a positive learning environment with constructive feedback promotes the greatest success for students. Adults in particular need to know when they are successful in a task followed by clear ways they can improve on the next assignment.
As a trainer in customer service, quality assurance, and higher education, I begin the learning process by, setting expectations, giving clear measurements of how to be successful, and providing them with an abundance of resources to help facilitate their learning in their new job. In many of the trainings I’ve conducted, I’ve observed the circle of learning impeded by the assimilation of factual data and focus on process because it stops the continual flow of knowledge. In order to counter this, I’ve add pertinent context to the lessons to help give students a personal and applicable frame of reference. Doing so gives importance to the task, helps the student to feel connected with the basics, and guides them toward productive resolutions utilizing their new knowledge. When the trainees transition to the work environment, they are guided at their own pace, encouraged to think critically, and problem solve on their own. Throughout the process, they receive positive reinforcement in conjunction with feedback by their peers and myself to challenge and help them grow. I encourage them to reflect on their experiences and and give insight on what they feel they did well and what might be an area of opportunity. During this entire process, they are learning from multiple sources, making connections with people and resources, and combining new skills with old ones. At the end of their training, they have developed a structure of support, experience, and knowledge to help make them successful.
In my classroom, I do have high standards for students/employees. I expect them to come prepared, ready to interact, and engage in the material. My goal to implement this would be to hold open discussions on course material, ask questions that promote deeper critical thinking, and give them assignments to work on problem-solving and cultural awareness. I would guide them in working as a part of team and applying their knowledge to professionalism, by providing group tasks that also give them opportunity to utilize technology and presentations tools to be more effective in the workforce. It is an important goal for me to employ multiple opportunities for students to step outside their norm, gain a global perspective, and build an appreciation for cultural diversity and community inclusion. To implement social change and social action into the classroom I’d include a social component to the assignments, bring in guest speakers relative to both diversity and the topic, or provide additional multimedia presentations to bring awareness.
Educating adults would also give me an opportunity to engage and enhance my own learning with my students. I believe that continuing education is imperative to being innovative, gaining new skills, and connecting with others. I plan to continue my educational experiences by pursuing a master’s degree, auditing courses to give me additional knowledge, and learning opportunities, and by observing other teaching styles to gain a broader perspective on how others interact with students. I would hope to grow by continuing my own research and finding new ways to interact with students. I also believe networking with other educators in professional organizations would be imperative to my personal growth as an educator.
When I encounter a new experience or situation, I think of all the different points or issues that may arise, I try to think in a cyclical way to compare opposites and make sure I have seen every angle before reacting. Since this way of thinking in circles has given me a more complete viewpoint, I would implement this same approach in the classroom by applying multiple methods of learning to give students the opportunity to learn in ways that work best for them. I plan to provide opportunities for experience and reflection that give students a practical application of their knowledge, cultural and social awareness, also to grown personally and professionally.
In the classroom, I believe a comprehensive mixed approach to learning ultimately builds well-rounded students. It is my role as an educator or trainer, to act as a facilitator to the learning process and allow the students to be self-directed in how they execute their learning. I do this by giving students activities that stimulate them to learn more, provide opportunities to delve into the topics that matter directly to them, and that offer practical applications to the learning. Students must start with clear and relevant objectives of their learning during a course or training session, followed by written, group, and creative assignments that encourage further reflection, action, or research. It is my goal that students engage in an environment they feel comfortable being themselves, are in some control of what they are learning, engage in humor, and gain an appreciation at a local and cultural level. To determine an assessment of learning, I believe a positive learning environment with constructive feedback promotes the greatest success for students. Adults in particular need to know when they are successful in a task followed by clear ways they can improve on the next assignment.
As a trainer in customer service, quality assurance, and higher education, I begin the learning process by, setting expectations, giving clear measurements of how to be successful, and providing them with an abundance of resources to help facilitate their learning in their new job. In many of the trainings I’ve conducted, I’ve observed the circle of learning impeded by the assimilation of factual data and focus on process because it stops the continual flow of knowledge. In order to counter this, I’ve add pertinent context to the lessons to help give students a personal and applicable frame of reference. Doing so gives importance to the task, helps the student to feel connected with the basics, and guides them toward productive resolutions utilizing their new knowledge. When the trainees transition to the work environment, they are guided at their own pace, encouraged to think critically, and problem solve on their own. Throughout the process, they receive positive reinforcement in conjunction with feedback by their peers and myself to challenge and help them grow. I encourage them to reflect on their experiences and and give insight on what they feel they did well and what might be an area of opportunity. During this entire process, they are learning from multiple sources, making connections with people and resources, and combining new skills with old ones. At the end of their training, they have developed a structure of support, experience, and knowledge to help make them successful.
In my classroom, I do have high standards for students/employees. I expect them to come prepared, ready to interact, and engage in the material. My goal to implement this would be to hold open discussions on course material, ask questions that promote deeper critical thinking, and give them assignments to work on problem-solving and cultural awareness. I would guide them in working as a part of team and applying their knowledge to professionalism, by providing group tasks that also give them opportunity to utilize technology and presentations tools to be more effective in the workforce. It is an important goal for me to employ multiple opportunities for students to step outside their norm, gain a global perspective, and build an appreciation for cultural diversity and community inclusion. To implement social change and social action into the classroom I’d include a social component to the assignments, bring in guest speakers relative to both diversity and the topic, or provide additional multimedia presentations to bring awareness.
Educating adults would also give me an opportunity to engage and enhance my own learning with my students. I believe that continuing education is imperative to being innovative, gaining new skills, and connecting with others. I plan to continue my educational experiences by pursuing a master’s degree, auditing courses to give me additional knowledge, and learning opportunities, and by observing other teaching styles to gain a broader perspective on how others interact with students. I would hope to grow by continuing my own research and finding new ways to interact with students. I also believe networking with other educators in professional organizations would be imperative to my personal growth as an educator.
When I encounter a new experience or situation, I think of all the different points or issues that may arise, I try to think in a cyclical way to compare opposites and make sure I have seen every angle before reacting. Since this way of thinking in circles has given me a more complete viewpoint, I would implement this same approach in the classroom by applying multiple methods of learning to give students the opportunity to learn in ways that work best for them. I plan to provide opportunities for experience and reflection that give students a practical application of their knowledge, cultural and social awareness, also to grown personally and professionally.
