“What is of primary importance is learning how to learn; for when one knows this, [they] will always be able to learn more”

(Gill, 1993, p. 4).

 

Learning how to learn is the focus of my teaching philosophy. Although it is, at times, requisite for students to regurgitate information to evaluate learning, I am more concerned about the conceptual understanding and skills my students obtain through the learning process. I believe creating the best environment for this understanding to occur requires the following pedagogical considerations: (a) content knowledge, (b) management, (c) discipline, and (d) pedagogical strategies. Completely understanding the vast world around us is probably impossible for a single person to achieve, but it is a life-long journey that I hope to instill in my students.    

 

Content Knowledge

I must ensure that the information presented in the course and the required assignments are applicable and useful to my students acquisition of knowledge and skills. As the knower, I provide the information, experience, and resources to my student would-be knowers (Gill, 1993). The concepts, principles, and theories I present are based in empirical knowledge and practical experiences from me and other professionals in the field.

 

Management

Teaching, like coaching, is not about “handling players”, but is about “working with players” (Wooden & Jamison, 2005, p. 259), which supports the learning to learn philosophy. Effective management (i.e., working with students) includes preparation and assessment.

 

Preparation. I have the responsibility for governance of my class and must come prepared to lead my students with adequate knowledge and organization. Preparations are made both prior to the beginning of the semester and the beginning of each class meeting. While interacting with my students, I must discover and willingly adapt to how the students learn the course material.

Further, I “…have a duty and obligation to know what [I] believe; what values define who [I am]; and then to live [my life] accordingly” (Stoll, 2019, para 2). As Wooden and Jamison (2005) put it, “Your own personal example is one of the most powerful leadership tools you possess. Put it to good use: Be what you want your team to become” (p. 98).

 

Assessment. Positive and constructive feedback given to students is a critical part of assessment. A student who does not know why they missed points on an assignment does not know how they can improve. A student who does not know what they did right on an assignment will not be motivated to continue to learn. Assessment also includes consistently evaluating the materials and pedagogical strategies used in my courses. The results of such assessments are used to support or adapt my strategies.

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Discipline

Taking a class is like making a contract. I agree to uphold my end (e.g., prepare lessons, create relevant assignments, seek current information, answer questions) and the students agree to uphold their end (e.g., prepare for class, engage in good classroom citizenship, complete assignments, ask questions). Both parties must demonstrate discipline to fulfill their obligations. Although I expect my students to uphold their commitment, I cannot force them, but can encourage and lead by example.

I believe expectations must be set high because doing so acknowledges student potential.  However, those expectations must also be fair. Further, although I must maintain what is just and fair with my students, beneficence irons out the rough edges by showing empathy for the life situations of individual students. As successful basketball coach Phil Jackson put it:

 

In terms of leadership, this means treating everyone with the same care and respect you give yourself and trying to         

understand their reality without judgement. When we can do that, we being to see that we all share basic human struggles,

desires, and dreams. With awareness, the barriers between people gently give way, and we begin to understand, directly,    remarkably, that we’re part of something larger than ourselves (Jackson & Delehanty, 2006, p. 154).

       

Within the setting of teaching, that something we are a part of is the overall education and development of students. Beneficence in the classroom is a powerful tool for achieving this goal. Although I believe in clear and rigorous course guideline, I also believe in permitting individual freedom. Allowing some leeway often results in students’ excitement for the assignment and pride in their work, which may enhance the learning to learn philosophy. 

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Pedagogical Strategies

I have effectively utilized many pedagogical strategies as a teacher but cannot say that one is necessarily better than another. The approach to teaching often must change based on the content and course goals. For example, using a read, write, and reflect method may be appropriate for a philosophy course, but less effective in an anatomy course. Therefore, I must be able identify and use strategies that align with the course objectives and will provide the best opportunity to learn.

However, I believe that building a moral community within the classroom is foundational to all pedagogical strategies. A moral community is one where each person is accepted and heard, and where fear of rejection is minimized (Reimer, Paolitto, & Hersh, 1983). Developing a positive, non-threatening environment is vital for learning and highlights the importance of moral principles such as respect, empathy, and fairness. A moral community encourages and recognizes student input as instrumental in overall learning.

 

Conclusion

My teaching philosophy centers on my students’ journey of growth and development as they learn to learn. By focusing on content knowledge, management, discipline, and appropriate pedagogical strategies I can create the best environment for this process to unfold. Although I may not have all the answers and I will make mistakes, if I can positively influence the learning process I have succeeded as an educator.           

 

References

Gill, J. H. (1993). Toward a philosophy of education. Atlantic Highlands, NJ: Humanities Press.

Jackson, P., & Delehanty, H. (2006). Sacred hoops: Spiritual lessons of a hardwood warrior. New York, NY: Hatchet Books.

Reimer, J., Paolitto, D. P., & Hersh, R. H. (1983). Promoting moral growth. Prospect Heights, IL: Waveland Press Inc.

Stoll, S. K. (2019, April). Class notes.

Wooden, J., & Jamison, S. (2005). Wooden on leadership. New York, NY: McGraw-Hill.