Teaching Philosophy
I believe that the institution of pedagogy was established centuries ago to provide a sound methodology for efficient transfer of knowledge. If performed correctly, the teacher will provide a well-organized platform for the student to not only receive the communicated information, but further allow for critical thinking and problem solving. This will better instill the knowledge in the student through intentional application of the material. Furthermore, the role of a teacher should be to identify each student’s base knowledge and attitude toward the taught field of study and formulate the best method for guiding the student to a passionate embrace of the said subject.
I also view my role as a teacher to serve as an efficient mentor to my students. The position of an educator is more than simply presenting information; it is to serve as constant sounding board for the student to elaborate and think through the discussed concepts. I have been around many professors over the years that confine their availability to the student to lecture time and office hours. Understandingly, we cannot make ourselves available to the student twenty-four hours a day, but one who intends to teach needs to put forth just as much effort into student development as put into lectures and research. The willingness to provide constant guidance and clarity creates a more solid rapport and atmosphere for detailed learning. Limiting my availability and feedback to the student reflects me as merely being a lecturer.
As mentioned, my teaching format promotes discussion, elaboration, and application of presented material. The intent is to present real life scenarios in which the student can implement the material. One method is to hold open discussion and collaboration, designated during the class time, for the students to brainstorm the proper methods for handling presented scenarios. Another method is personal application. For example, considering that my education foundation involves exercise science, the performance and enhancement of exercise skills are performed and measured to determine personal growth. My intent for holding this teaching format is so the student can benefit for years to come, rather than simply retaining the information just long enough to score high on examinations and assignments.
Also as a teacher, I feel the best way to sustain constant learning and interaction is to instill passion in the students about the subject area. Granted, not every subject learned will be every student’s preferred, however, if presented in manner by which the student can relate to his or her past experiences and future endeavors, then there is a likelihood of increased adherence to learn and retain the material. For example, in my designed resistance training course, I post an assignment each semester for the students to read and then present to the class a peer reviewed research article pertaining to resistance training, but with a population of the their choice. This provides the student with some freedom and allows me to understand their focus areas and interests pertaining to the subject. Once I am able to obtain this insight as an instructor, this helps me to tailor the lectures to incorporate the students’ top interests. Furthermore, this is a prime opportunity for me to build a rapport with each student.
Furthermore, I feel that my role as a teacher is to guide the student to mastery of learning the material and applying pertaining skills. A common measurement for teachers is to rely solely on standardized testing. However, I prefer to incorporate frequent quizzes and discussion times intently to take away test anxiety and allow for more critical thinking opportunities. As a teacher, it is my job to stimulate and encourage elaborate thinking rather than to simply provide conventional answers.
I also view my role as a teacher to serve as an efficient mentor to my students. The position of an educator is more than simply presenting information; it is to serve as constant sounding board for the student to elaborate and think through the discussed concepts. I have been around many professors over the years that confine their availability to the student to lecture time and office hours. Understandingly, we cannot make ourselves available to the student twenty-four hours a day, but one who intends to teach needs to put forth just as much effort into student development as put into lectures and research. The willingness to provide constant guidance and clarity creates a more solid rapport and atmosphere for detailed learning. Limiting my availability and feedback to the student reflects me as merely being a lecturer.
As mentioned, my teaching format promotes discussion, elaboration, and application of presented material. The intent is to present real life scenarios in which the student can implement the material. One method is to hold open discussion and collaboration, designated during the class time, for the students to brainstorm the proper methods for handling presented scenarios. Another method is personal application. For example, considering that my education foundation involves exercise science, the performance and enhancement of exercise skills are performed and measured to determine personal growth. My intent for holding this teaching format is so the student can benefit for years to come, rather than simply retaining the information just long enough to score high on examinations and assignments.
Also as a teacher, I feel the best way to sustain constant learning and interaction is to instill passion in the students about the subject area. Granted, not every subject learned will be every student’s preferred, however, if presented in manner by which the student can relate to his or her past experiences and future endeavors, then there is a likelihood of increased adherence to learn and retain the material. For example, in my designed resistance training course, I post an assignment each semester for the students to read and then present to the class a peer reviewed research article pertaining to resistance training, but with a population of the their choice. This provides the student with some freedom and allows me to understand their focus areas and interests pertaining to the subject. Once I am able to obtain this insight as an instructor, this helps me to tailor the lectures to incorporate the students’ top interests. Furthermore, this is a prime opportunity for me to build a rapport with each student.
Furthermore, I feel that my role as a teacher is to guide the student to mastery of learning the material and applying pertaining skills. A common measurement for teachers is to rely solely on standardized testing. However, I prefer to incorporate frequent quizzes and discussion times intently to take away test anxiety and allow for more critical thinking opportunities. As a teacher, it is my job to stimulate and encourage elaborate thinking rather than to simply provide conventional answers.