My Philosophy Of Teaching Cristina Lopez NURS/14/2024

My Philosophy of Teaching Cristina Lopez NURS/14/2024 MY PHILOSOPHY OF TEACHING

My teaching philosophy emerges from my understanding of what teaching is. I view teaching as basically passing information from one person to another. While this may sound like a simplistic definition of what teaching is, it is the core and in the absence of the passing of information, then teaching is incomplete. The passing of information serves as the foundation for my teaching philosophy. The goal is to guarantee that the student receives the information and is properly educated on not only the syllabus, but the various nuances needed to guarantee their success in life.

With my philosophical foundation established, I can build on it by adding various blocks to aid me in my endeavor. The first block is constant education. The time when I was a student and now are two different times. There has been so much change and the evolution is constant. A good example is the prevalence of ADHD. As a child, I had never heard of the illness nor did I know anyone who had it. However, the illness is very common and there is more awareness of that illness and more illnesses in the modern world. If I were to approach education and teaching with the same perspective that my teachers approached teaching in my day, then I would not be as effective as I should be. This is why constant education is key. Keeping up with modern trends such as the use of technology in education and the knowledge of emerging mental illnesses will make me a better teacher.

Another block that is critical to my teaching philosophy is empathy. The truth is teachers in my learning years did not care about the status of the students. For them, the priority was them doing their job and leaving. As a student, I was aware of some students dealing with heavy things at home. However, many teachers did not acknowledge this and some even went ahead to label these students as bad apples when they did not react as expected in school. I do not wish to be one of these teachers, who fail to acknowledge the suffering of the student. Rather, I would prefer to be a loving and caring teacher, who understands the plight of the students under their care.

Another key block in my teaching philosophy is cooperation. I will be the first to admit that this is a tall order. Many parents have delegated the role of parenting to the teachers and spend most of their time and work. I have seen and experienced cases where parents show great nonchalance when they are called to school for a parent-teacher conference. I have had the unfortunate experience of having a parent hang up on me after I reached out to discuss their child's erratic behavior in class. However, in the absence of collaboration, education, and teaching can be very difficult. It is important to remind parents that they are stakeholders in their child's success. Parents must be involved in their children's education, which is why I aim to collaborate with them in my teaching practice.

The final block is adaptability. Mike Tyson, one of the greatest boxers of all time, once said that every plan flies out of the window when you get punched in the face. He would go on to bite Evander Holyfield's ear off after he lost to him in a rematch, an action which further validates that sentiment. This quote by Mike Tyson proves the vitality of adaptability in life. Teaching is no different. I need to be able to adapt to the constantly changing spectrum of education. I need to recognize that education and society are constantly changing and I need to change with it. This is why adapting is essential.

While my teaching philosophy might sound complicated, at its core, it is very easy to understand. The aim for me is to pass information on to the students. However, the blocks of my philosophy help to make me more effective in passing information to the students. They aid in making my philosophy applicable and guaranteeing that my endeavors as a teacher are successful. My goal is to ensure that the students are well equipped with the knowledge they need to survive in the world as adults.

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My teaching philosophy centers around the fundamental concept of passing information effectively to my students, recognizing that this process is the cornerstone of education. I believe that teaching involves more than just textbook instruction; it requires an understanding of the diverse factors that influence how students learn and how teachers can adapt to facilitate optimal learning experiences.

One of the primary components of my teaching philosophy is the importance of continuous education for myself as a teacher. The evolving nature of society, technology, and mental health awareness necessitates that I stay informed about current trends, innovations, and issues affecting learners today. For example, the increased prevalence of mental health challenges such as ADHD, depression, and anxiety calls for teachers to be equipped with an understanding of these conditions, their symptoms, and appropriate intervention strategies. Staying current ensures that I can respond compassionately and effectively to my students’ needs, fostering an inclusive and supportive learning environment. Studies by Schneider et al. (2019) emphasize the importance of teacher professional development in improving student outcomes, highlighting that ongoing learning benefits both teachers and students.

Empathy is another crucial element in my teaching approach. In my own educational experience, I observed that teachers often overlooked the personal struggles of their students, which could hinder academic engagement and achievement. As an educator, I aim to foster an empathetic classroom where students feel valued, understood, and supported. Research by Lambert (2020) underscores that empathetic teachers create more trusting relationships, which in turn promotes better student motivation, engagement, and overall well-being. Recognizing the emotional and social contexts of students’ lives is essential for effective teaching, especially given the diverse challenges many students face outside the classroom.

Collaboration and partnership with parents also form a backbone of my philosophy. Parental involvement has been consistently linked with improved student performance, better behavior, and higher motivation (Epstein et al., 2018). Unfortunately, some parents display disinterest or disengagement, which can undermine educational progress. As a teacher, I believe in establishing open, honest lines of communication with parents, involving them as active participants in their children’s education. This cooperation fosters a shared responsibility for students’ success. Strategies such as regular updates, parent-teacher conferences, and involving parents in decision-making contribute to building this partnership (Henderson & Mapp, 2018).

Adaptability is vital in responding to the unpredictable nature of education. Teaching requires flexibility to adjust lesson plans, instructional strategies, and classroom management techniques according to students’ needs and societal changes. Mike Tyson’s quote about plans flying out the window whenever life’s challenges arise exemplifies this necessity. A teacher’s ability to adapt enhances resilience, creativity, and effectiveness. For example, integrating technology into lessons has become indispensable, especially in the wake of the COVID-19 pandemic, which forced educators worldwide to adopt remote teaching methods rapidly (Huang et al., 2020). An adaptable teacher can navigate these shifts smoothly, ensuring continuous learning regardless of circumstances.

At its core, my teaching philosophy aims to facilitate meaningful learning that equips students with the skills and knowledge necessary for life beyond the classroom. By grounding my approach in continuous learning, empathy, collaboration, and adaptability, I aspire to foster an environment that encourages growth, resilience, and success. Education is not static; it is a dynamic process that demands teachers who are committed to evolving with societal needs to prepare students comprehensively for their future roles as responsible, knowledgeable adults (Sahlberg, 2019). This philosophy aligns with the view that effective teachers are lifelong learners, empathetic listeners, collaborative partners, and adaptable professionals dedicated to nurturing the potential of every student.

References

• Epstein, J. L., et al. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Henderson, A. T., & Mapp, K. L. (2018). A new wave of evidence: The impact of school, family, and community connections. Southwest Educational Development Laboratory.
• Huang, H., et al. (2020). The rapid transition to remote teaching during COVID-19: Lessons learned. Journal of Education and Change, 21(3), 285-303.
• Lambert, V. A. (2020). Building trusting relationships through empathy in nursing and healthcare. Nursing & Health Sciences, 22(1), 5–6.
• Schneider, M., et al. (2019). The importance of professional development in teaching: Impacts on student achievement. Educational Researcher, 48(7), 421-434.
• Sahlberg, P. (2019). Finnish lessons 2.0: What can the world learn from Finland's educational change. Teachers College Press.