As Discussed Earlier In This Course Your Personal Tea 330693

As Discussed Earlier In This Course Your Personal Teaching Philosophy

Reflect on the teaching principles and practices discussed during the course. What did you learn about teaching that you did not know prior to this course? What stood out as important to you over the past 8 weeks? Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction). Your revised teaching philosophy should: Have a clear focus or theme. Be authentic and personal.

Relay who you are (or aspire to be) as a teacher. Exhibit genuine enthusiasm for teaching. Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed). Describe your current teaching goals (whether or not they have changed). Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy). Note: make sure the teaching methods you find best are consistent with your goals. Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience. Be 3–5 pages, including the evaluation discussion but excluding title and reference pages; length should suit the context. It should be typed in Times New Roman using 12-point font and double-spaced with 1" margins. Be well written, using a first person narrative and present tense. Follow APA style. Have no any grammatical, typographical, or spelling errors.

Evaluation Discussion of Teaching Philosophy

As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course. After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course. Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion: Have your teaching goals, methods, or strategies changed, and if so, how and why?

Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why? Do you value different learning experiences, and if so, what are they and why? Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course. Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching. In addition to the course texts, include at least two outside sources from peer-reviewed journals to support your ideas.

Paper For Above instruction

My teaching philosophy has evolved significantly over the past eight weeks of this course, shaped by new insights, reflective practices, and a deeper understanding of effective pedagogical strategies. Initially, my philosophy centered around the belief that teaching is a one-way transmission of knowledge, emphasizing mastery of content and rote memorization. However, as I engaged with course materials, peer discussions, and scholarly literature, I have come to appreciate the importance of student-centered learning, active engagement, and fostering a growth mindset. These shifts have led me to develop a more holistic and authentic approach to my teaching practices, focusing on creating inclusive, dynamic, and inquiry-driven learning environments.

One of the most profound lessons I learned is the value of student autonomy in learning. I previously viewed my role primarily as a provider of information, but I now see myself more as a facilitator who guides students toward discovering knowledge themselves. This paradigm shift aligns with constructivist theories emphasized in contemporary educational research, which advocate for learner-centered strategies that promote critical thinking, problem-solving, and collaborative learning (Vygotsky, 1978; Bransford, Brown, & Cocking, 2000). Incorporating active learning techniques such as think-pair-share, case-based discussions, and technology-enhanced flipped classrooms have become central to my revised philosophy, as they encourage participation, deeper understanding, and retention of knowledge.

Furthermore, I have recognized the importance of fostering an inclusive classroom environment that values diverse perspectives and learning styles. My initial focus on delivering content uniformly has shifted toward embracing differentiated instruction, culturally responsive teaching, and universal design for learning principles. These strategies ensure equitable access and engagement for all students, which I now consider essential to effective teaching (Tomlinson, 2014; Heath, 2015). I am committed to creating a safe space where students feel empowered to express their ideas and challenge assumptions, thereby enhancing critical consciousness and social responsibility.

My current teaching goals emphasize not only content mastery but also the development of skills such as critical thinking, ethical reasoning, and lifelong learning habits. I want to cultivate a classroom climate that inspires curiosity and resilience, encouraging students to view mistakes as learning opportunities. This aligns with the growth mindset theory promoted by Dweck (2006), which I now see as foundational to fostering perseverance and motivation. Practically, I plan to integrate formative assessments, reflective journals, and project-based learning strategies that support ongoing growth and personalized feedback.

In choosing teaching methods, I am increasingly drawn toward active, collaborative, and technology-mediated strategies. For example, I believe that a flipped classroom model, supported by online resources and peer collaborations, enhances student engagement and allows for differentiated instruction tailored to individual needs (Bishop & Verleger, 2013). Moreover, embedding real-world problems and case studies into lessons helps students connect theoretical concepts to practical applications, thereby increasing relevance and motivation.

Overall, my teaching philosophy now reflects a learner-centered, inclusive, and adaptable approach. I am committed to continuous improvement, informed by reflective practice and ongoing research. I aim to inspire students to become independent, critical thinkers who are prepared to navigate complex social and professional contexts with confidence and empathy. This evolution in my teaching philosophy affirms my dedication to creating meaningful and transformative educational experiences that empower learners and foster a lifelong love of learning.

References

• Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academies Press.
• Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. Proceedings of the 120th ASEE Annual Conference & Exposition.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Heath, M. (2015). Universal Design for Learning in Higher Education. Journal of Postsecondary Education, 10(2), 1-10.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Schunk, D. H. (2012). Motivation in Education: Theory, Research, and Practice. Pearson.
• Willingham, D. T. (2009). Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. Jossey-Bass.
• Piaget, J. (1972). The Psychology of the Child. Basic Books.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.