"Teachers may not lead nations, but they do lead their students to engage with their subject, and to believe in a vision for their futures."
Chris Owen, Anglia Ruskin University
Influences
I do not believe there is one right way to teach, I cannot point to one theory and say there it is! That’s it! Life is not black and white, there are a lot of gray areas, and, for the most part, there is not one simple answer to any question. Although I believe education is multifaceted, there are several theories which stick out to me. The first one to grab my attention was humanism, where the process of learning is more important than mere memorization or reciting arbitrary facts from a book (Merriam & Bierema 2014). I believe teaching a humanistic way can produce great results. Learning environments should be exciting and engaging places for students. What they learn should not only benefit them academically but also on a more personal level, giving them the opportunity to grow socially, emotionally, and mentally.
The psychologist Abraham Maslow is a prominent influence in my teaching philosophy. Maslow’s hierarchy of needs plays an important role in every learner’s process (Merriam & Bierema 2014). Before learning can begin, basic needs—such as psychological and safety—must be met. It is part of my job to create a learning environment which meets the next two levels of the pyramid, social and esteem, resulting in an environment prime for learning to take place. I will create this environment through open dialogue between myself and students to help create a comfortable atmosphere, as well as provide feedback in a positive way. It is important for students to know I believe in them and to feel supported.
Kolb's Cycle by Shannon Finn
The most important lesson I learned from Mr. Dorman was to have confidence in myself. I believe the best way to go about teaching is to be realistic and build self-confidence. Without confidence in oneself, it is hard to even get into the right mindset to learn. If students are believed in, then they can grow as both a person and an academic.
References
Melrose, S., Park, C., & Perry, B. (2015). Creative clinical teaching in the health professions. Open Textbook Library. Retrieved December 6, 2022, from https://ecampusontario.pressbooks.pub/remediateclinicalteaching
Merriam, Sharan B., and Laura L. Bierema. Adult Learning: Linking Theory and Practice, John Wiley & Sons, 2014. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/osu/detail.action?docID=1376941
My Philosophy
Personal philosophies in teaching can make or break the learning environment, it separates the great from the mediocre. When I think of a great teacher, I immediately think of Mr. Dorman. Eighth grade English changed my trajectory as a student, I never viewed myself as smart or even a good student. Nothing came naturally to me, and I always felt like I had to work twice as hard as my classmates to get less than stellar grades. On our first day of class, I was ready for much of the same. I took one look at this pencil-necked teacher and thought about all the ways I would academically disappoint him. I assumed English class was going to be another hour-long slog in my day. Instead, he stood up in front of the class and began to tell a story. It was a truly epic story, one which took almost the whole school year to finish. It was the story of The Odyssey. Mr. Dorman was involved and animated, he took material from the 7th century BC and made it completely relatable to our lives in 2008. This was the most fun I had ever had in class. However, there was so much more to Mr. Dorman’s teaching methods than being a phenomenal storyteller. He saw my potential. He was the first teacher to ever tell me I was a good student. I may have to work a bit harder than some, but I possessed something more important than natural talent, I had drive. Mr. Dorman taught me how to have confidence in myself. To me, creating self-confidence in students is the foundation of a great learning environment.
Strategies
I find a progressive teaching style also very effective. In order for students to begin the learning process they need to see how this information will benefit them in the “real” world (Melrose et. Al 2015). I cannot remember how many times I tuned out my math teacher because I could not relate to the content, who really buys 25 watermelons anyway? As an adult, when problems are put in real world settings, I find it much easier to understand, here is your grocery budget for the month, do not spend it all on watermelons. In many instances the who/what/when/where/why is incredibly important.
Progressive teaching also places a lot of value on experience. Therefore, putting emphasis on experiential learning and directly engaging with students is paramount. When it comes to concrete elements of the learning process, I look to the experiential views of David Kolb and his cycle of learning. Kolb’s Cycle of Experiential Learning is a great teaching process where students begin with feeling, then move on to watching, thinking, and doing—then start the process all over again (Merriam & Bierema 2014). When instructing, I follow four steps:
1. Give students time to process how they feel about an assignment
2. Have them watch as I give an example
3. Get them to think about their own attempt
4. Try it on their own
I am always present during any step to give advice or answer questions that may occur along the journey. This, in combination with the humanist perspective, where personal growth is also underscored, a cohesive and well-rounded learning environment is built.