EDU 534 Philosophy of Teaching Week 1

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Cassandra D. Brown Grand Canyon University Philosophy of Teaching EDU 534: Effective Pedagogy for Higher Education Professor Michelle Rauch August 12, 2020. 1

It was not until I began my Masters degree studies with Grand Canyon University that I was introduced to a philosophy of teaching. By writing a teaching philosophy, it is anticipated that teacher candidates will engage in deep reflection, create a vision and purpose for their teaching, set priorities and eventually engage in informed, deliberate and thoughtful pedagogical and Sociocultural practices in their own classrooms ( Caukin & Brinthaupt, 2017.) Education is the hub for all that we do in our lives. Learning begins even before we are cognitively aware of it and develops as we shift through the many stages of our existence. When considering my teaching philosophy, I begin with asking myself; how will I as an educator promote learning that will also carry my students further into the world of learning for themselves? In the article From Teaching to Learning Paradigm , the author notes that a college’s purpose is not to transfer knowledge but to create environments and experiences that bring students to discover and construct knowledge for themselves… (Karim, 2011.) Teachers are the primary designers of learning and as a coach their role in learning is to provide students with a sufficient grasp of concepts, principles or skills. As a faculty member, what my philosophy of teaching says about me is that I am passionate about learning processes and how I can use them to help my students evolve. My intent is to teach students to be self sufficient in their knowledge; in a way that will carry them into future educational endeavors. I believe that a classroom should be a place where students use their experiences, and background knowledge (inference) for factual conclusions that they feel confident about. It should be a place of exploration into different parts of the individual mind; shared among individuals with the same goals. My teaching experiences align with the theories of constructivism; mainly with Seymour Paperts’ guidelines; conveying three principles: 1. Give yourself time, 2. Discussion, and 3. Look for connections. The building of 2

knowledge is the goal (Keesee, G.2011.) I identify with Papert and his principles for the fact that learning for some does take time. Every student learns differently and what works for some, may not work for others. Discussion breeds understanding (constructivism) and allows students to activate prior knowledge and make connections with new information. Teachers are knowledgeable in their own rights, and are constantly learning themselves. As we learn how to make use of different learning theories, our goal is to take what we have learned, or what we are continuously learning and apply that knowledge to our delivery of information, or rather the teaching of learning independently. How these theorist shape my instruction is by understanding that I hold a unique position in students lives. My position is not that of authority, but of leadership. I know that in order to help students move forward, I have to teach them how to learn on their own initiative. Within the paradigms of each age and society, philosophy provides a system of beliefs about the things that concern us and a way of exploring that yields meaning (Jenkins, 2011.) 3

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References Caukin, N. G., & Brinthaupt, T. M. (2017). Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates. International Journal for the Scholarship of Teaching & Learning , 11 (2), 1–9. https://doi-org.lopes.idm.oclc.org/10.20429/ijsotl.2017.110218 Jenkins, C. (2011). Authenticity through Reflexivity: Connecting Teaching Philosophy and Practice. Australian Journal of Adult Learning , 51 , 72–89. Karim. (2011.) One Stop Learning - From Teaching to Learning Paradigm . Retrieved from http://onestoplearning.blogspot.com/2011/01/from-teaching-to-learning-paradigm.html Keesee, G. (2011). Learning Theory and Instructional Design. Retrieved from http://teachinglearningresources.pbworks.com/w/page/19919565/Learning%20Theories August 10, 2020. Merriam, S., & Bierma, L. (2014). Adult Learning: Linking Theory and Practice. 4

EDU 534 Philosophy of Teaching Week 1

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