My Teaching Philosophy
My teaching philosophy statement explain my beliefs and values about teaching, my approaches to teaching and learning, and my engagement with students through meaningful interaction, which promotes education and reflects my teaching effectiveness. My statement begins with an overview of my worldview, followed by an explanation of my guidelines for engagement in my classes that create an inclusive social space which promotes meaningful classroom interactions and critical thinking. It also expresses my adherence to teaching with the institution’s mission in mind and ends with a reflection on my teaching effectiveness.
My worldview is in the post-positivist paradigm that emphasizes that multiple truths exist, and that reality is subjective and context-related (Scotland, 2012). My worldview has guided my constructivist approach to teaching and learning, and I have observed positive outcomes in my students learning, which are reflected in their coursework performances. I also create an inclusive and safe social space in my classes. I do this by utilizing etiquette rules for a respectful and inclusive environment to feel comfortable participating in class. Additionally, I use the “Power Flower” tool from the Canadian Centre for Diversity and Inclusion (CCDI) to uncover hidden privileges and power in the classroom (CCDI, n.d). This tool allows for widening my understanding of my social identity and the social diversity of people. I understood the limitations other people may have and become more mindful of the extra effort they would have to make to achieve things that I normally take for granted. My students used the tool to understand their privileges and be aware that people of different backgrounds, races, social classes, gender, and ethnicity are at risk of experiencing bias and discrimination.
My engagement with critical thinking for learning includes using Bloom’s Taxonomy as a guide to be integrating various levels of thinking to understand learning about the subject matter. I also engage students with meaningful interaction and learning activities in my class. For example, I employ multiple modes of delivery in order to make my materials accessible and engaging for students with different learning differences and preferences. This teaching method reflects my interest in teaching with the theory of Universal Design for Learning in mind. Learners are reminded that they can take notes, complete workbooks, draw concepts maps, watch videos, highlight their notes, and use their keyboard and mouse to optimize their access to information (CAST, 2018).
My teaching approach also reflects the educational institutional mission, and I work with the curriculum objectives and learning theories. I also reflect on my teaching effectiveness to assess my strengths and weaknesses to refine my teaching philosophy. My goal is to continue to enrich my philosophical approach to teaching and learning as I gain more experience in adult teaching and learning while incorporating various learning theories in higher education.
Click here for my full statement.