Mashael Al- Salem
My Philosophy of Teaching
“Tell me and I will forget. Show me and I will remember. Involve me and I will learn.”
In most educational books, teaching and learning are defined independently from each other. Douglas Brown in his book Principles of Language Learning and Teaching defines teaching as “showing or helping someone to learn how to do something, providing with knowledge, causing to know or understand.” As for learning, it is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” Generally, these definitions are acceptable. However, I like to regard the teaching-learning as an inseparable process that may be combined in a one definition. I believe that teaching-learning is an inactive process between two agents: a supplier and a beneficiary. During this process there is an exchange of knowledge for dedication and respect. The whole thing can be presented in a chemical equation form.
Knowledge + positive attitude -------> solid educational basis + satisfaction + respect
(teacher) (student) (syllabus, (student) (teacher & student) environment, approach)
The teacher’s knowledge and the student’s positive response and interaction are the reactants, and the products will be student developing a solid educational basis that lasts for a long period of time, cognitive satisfaction for both the teacher and the student and ultimately a mutual respect between the teacher and the student. To speed up the whole process and guarantee the intended results, one is of need of catalysts. These include the syllabus taught, the environment where the process takes place and the approach the teacher employs in her classroom.
This is how I see the teaching- learning task, and what I expect the outcomes to be as a teacher.
Now I would like to express my philosophy of teaching in terms of my role as a teacher, my teaching approach in the classroom and how I view my students.
Me the Teacher:
When I was a pupil at school, my teacher was strictly the giver of information and the only source of knowledge available. When I played school at home with my sisters, I simply performed the exact role of my teacher. Now and as I have become a teacher, I play my role slightly different.
As a teacher, I see myself as a facilitator of learning. I see myself as the trainee of new horse riders. I keep my horse (the material I teach) under control, so it will not go wild/ loose, while the rider (the student) takes hold of the reins and choose which way to go and where and when to stop.
My teaching philosophy comes from a proverb that states that if I give you a fish, you will eat for one meal. If I teach you how to fish, you will eat for the rest of your life. This proverb provides a valuable teaching tool that promotes and encourages critical thinking and inspiration. The application of this proverb will eventually lead to producing a solid educational basis (mentioned in the formula above).
In addition, my role as a teacher is to make the process of learning as transparent as possible for my students. The process of learning must be clear and direct. I have to be honest with myself first and with my students second. I prefer to tell to my students what is expected from them and give then the freedom to arrive at this expectation. I avoid confusing my students or intentionally reveal how ignorant they are in a matter.
I also work very hard to make connections between the works we are doing and the larger world. I am an English teacher who teaches undergraduate students of Applied Sciences -nursing-, and this requires that I stay active within my field and within the medical area as well. This has award me a great opportunity where through learning medical stuff I can teach and through teaching I learn more and more.
In the Classroom: Bi-teaching Approach.
Throughout the history of education, several approaches to teaching in the classroom were introduced and employed. At first, there was the behaviorist. Then, we got the communicative. Recently, we were introduced to the integrative approach, and nowadays educators call for the interactive approach. Each of these approaches has its merits and values when applied in the classroom.
Regarding this point, I always say that two of anything is better than one. That is why in my classroom I like to combine two approaches of teaching at the same time. I strongly believe in the importance of repetition and memorization (behaviorist) while at the same time I encourage my students to communicate with me and among themselves. I work hard to make my teaching material and my classroom a source that builds on intrinsic motivation and fosters inactivity (communicative). Because of this combination, I call my approach the bi-teaching approach.
Additionally, in order to provide an opportunity for students to communicate, interact and learn from one another, I assign them in group work. In cooperation and collaboration among the classmates, the classroom becomes an inviting environment for a valuable exchange of ideas and techniques. Such an environment promotes an appreciation and respect for others opinion and for other students in the class. Upon graduation, and because of this approach, students show interaction with others, preparation to get involved with larger groups and become less intimidated and shy.
The Students:
I believe that all students are gifted; some just open their packages sooner than others. Thus, I have to give my students the opportunity to pull up their socks and catch the train. Each student has her unique abilities and experiences, and it is my duty to help each one to open her magic box and release her spell to charm us with her creativity and talent.
I believe in empowering my students to do the best they can and to apply those skills necessary to be successful inside my classroom and outside it. Learning experiences need to be varied and appropriate for all learning styles. Using audiovisual aids and group activities as teaching techniques seem to compliment as well as stimulate any learning style. The more dynamic and meaningful the courses content, the more motivated the students are to learn. Being able to relate what is taught in the classroom to the student's everyday life also helps create meaning to what is being learned.
Conclusion:
I have presented my philosophy of teaching from three perspectives: my role as a teacher, my classroom and my students. I have also discussed my view of the teaching-learning process and how I like to present it in a formula like form with reactants and products.
As a teacher I like to be more as a facilitator of learning rather than a deliverer of knowledge. I like to interact with my students and allow them to get involved in their learning. My classroom has to be a place that encourages students to express themselves and to respect others’ opinion. My classroom environment has to promote self growth and cognitive abilities. This way, my students will have a chance to discover their skills, manifest them and develop them to reach the outmost level of prolonged learning.