My Teaching and Learning Philosophy (original) (raw)
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THE TEACHING PHILOSOPHY OF A TEACHER AND ITS IMPACT ON THE TEACHING LEARNING PROCESS: AN OVERVIEW
THE TEACHING PHILOSOPHY OF A TEACHER AND ITS IMPACT ON THE TEACHING LEARNING PROCESS: AN OVERVIEW, 2023
This study explores the relationship between a teacher's teaching philosophy and its impact on the teaching-learning process. The literature review emphasizes the definition of teaching philosophy, its components, and the importance of its development and implementation for both teachers and students. The review also leads to a more effective and enjoyable teaching-learning experience.
Application of Theories and Philosophy to Teaching Practice
Abstract The foundation of education commenced from the beginning of the world with the story of Adam and Eve interacting with the Tree of Knowledge. It continues in the earliest prehistory times, as adults trained the young in the knowledge and skills deemed necessary in their society. Whether by traditional or conventional method, education is a form of learning to obtain knowledge, skills, beliefs, habits, and values. It is transferred through teaching, training, research or by stories telling. Educators have always been flooded with innovative ideas about learning and teaching. Teachers seek new ways to be effective practitioners and are bombarded with suggestions for reform. Educators are usually required to try new curricula, innovative teaching strategies, and new assessments. Education affects everyone. The process of teaching and learning is personal and lies at the very heart of education. As the process becomes known in greater depth, the better an individual will be able to influence his/her growth and direction. The attempt to better understand the teaching and learning process has traditionally been dominated by behaviorist and positivist research paradigms. It is possible to increase advances previously made by examining how those who are principally and directly involved in the process of teaching and learning (teachers and students) utilize their consciousness in grasping information and contents and also the way by which they behave. Teachers have a teaching role. A teaching role is a set of behavioral patterns that emerge in response to the learning environment. This includes students and the learning task demands. Each teaching role engages students to learn in a unique manner, using one mode of grasping experience and one mode of transforming experience. The educator must closely monitor the quality of student performance toward the standards they set, and provide consistent feedback. These are the standard setting and evaluation role to help student apply knowledge toward performance goals. Hunt (1987) suggested that a learning spiral is shared between individuals through interaction. To one another, people relate. They relate in a pattern of alternating reading and flexing the true representation of the learning process. A skilled educator through specific strategy can activate learning modes in students based on their pattern of learning style. This learning style is usually developed from the educators personal and professional experiences. In a sense, it commences with understanding both the classroom and non-classroom settings with the composition such as, age, gender and learning styles, previous exposure to course content and previous work experience. It is believed that learning in adulthood is distinguished from learning in childhood. This belief is generated by the way some aspects of the learning process and the way the context intermingle in adulthood. With adults, the education they seek is transformative as they are seeking to extend, refine, and rejuvenate beliefs and knowledge they already possess. Some adults need repeated practice of a concept or skill. So with questions and answers, experimenting and researching, finding and solving, their consciousness open with a mature thought process that allow the mind to be retentive. Education is an ongoing process. One never stops learning. Every day is a new day with a new agenda. Therefore mankind should always seek to reform knowledge and gain more useful and relevant agenda.
Process of Teaching and Learning
This is the necessity to secure the future of education. Therefore, the teacher is the role-hero that can do it by imparting the education through self-learning methods with the appropriate learning styles and speed of learner. Earlier it was believed that teaching and learning are teacher based/centred process, but after the change of perspectives, it became child oriented/focused. The teacher of today is not only a teacher; now he has become supporter, helper, partner and colleague of the learner. Therefore, the need of the time is to change the process of teaching and learning according to the needs of the learner with careful cultivation of experiences. The teacher in present era must create an environment of divergent thinking about research and teaching to find out the missing links between theory and practice to fulfil the gap which has always existed. It is a unique responsibility of teacher as a social reformer to satisfy the needs of not only societies but of a country. This research article emphasises on the innovative changes of the teaching and learning.
Personal Philosophy of Teaching
Introduction to Teaching as a Profession EDLS 300 PERSONAL PHILOSOPHY OF TEACHING 2 Abstract As a teacher who believes in the importance of elementary education, I provide my personal philosophy of teaching to offer a general understanding of my beliefs in education and learning in an elementary classroom setting. First, understanding each student's varying home situations establishes an overview of what the student may need in a school environment. I believe restorative approaches in every school setting paired with modeled classroom management policies will encourage and develop positive relationships to address conflict appropriate to the misbehavior. Using the Whole-Child approach, I will use differentiated instruction, multiple intelligences, and technology to provide a resourceful education in a 21st century classroom.
In the following description, I will try to say about my thinking about teaching in our country.I add the word " developing " because I believe that as a novice teacher, I am beginning to realize my own pre-existing beliefs and values regarding education and teaching as I formally acquire the theoretical and pedagogical foundations of the teaching profession itself. Each new course, reading, and discussion has potential to influence my philosophy of teaching. Therefore, instead of discussing my " personal philosophy of teaching " , perhaps I should discuss my " dynamic philosophy of teaching ". I have decided to divide my philosophy into sections that seem somewhat logical to me. I will begin by discussing my personal experiences as a learner in the public education system and as a lifelong learner, and how my experiences have shaped my philosophy of teaching and learning. Next I will address my developing theoretical views of teaching and learning in general. Following theory, I will highlight some of my opinions regarding
The Learning WayLearning from Experience as the Path to Lifelong Learning and Development
weatherhead.case.edu
Lifelong learning requires the ability to learn from life experiences. This chapter describes the theory of experiential learning whereby knowledge is generated from experience through a cycle of learning driven by the resolution of dual dialectics of action/reflection and experience/abstraction. We provide an overview of stylistic preferences that arise from patterns of choosing among these modes of learning, as well as the spaces in which learning occurs. Movement through these modes and spaces link one experience to the next creating a learning spiral that guides growth and development through a lifetime. Lifelong learning is also shaped by an individual's learning identity, the extent to which one believes he or she can learn, and learning relationships, connections that promote movement through the learning spiral. Strategies for enhancing the learning process are provided for each of these topics.
Methodologies and Outcomes of Engineering and Technological Pedagogy, 2020
The chapter focuses on learning styles and how learning styles came about in education. There are many significant things to know about why educators should understand the learning style of a student. The learning method was one of the significant elements of human existence. Student learning styles are among the variables that have been obtained. The primary aim of this research was to explore the study of teaching style among learners with academic accomplishment in engineering. The research requires a theoretical approach to reviewing appropriate literature on the subject and presents different points of perspective on matching or mismatching learning styles. The conclusion of the chapter is how to learn the styles of teaching and learning impressively and effectively, and how an individual understands new information so that they can find the most efficient technique to accumulate, interpret, and present information.