G.+Reflection+on+Teaching+beliefs

The Teaching Philosophy Statement. This discussion provides a critical reflection on my personal teaching philosophy. The scope of examination also includes the factors that have contributed to the current shape of the teaching philosophy statement. Comments pertaining to strengths and weaknesses are also presented along with a depiction of future ambitions and objectives. The environment in which the statement and ensuing discussion pertains is nursing and health education. Any analysis of this topic must first commence with a clear picture of the composition of a teaching philosophy statement. A teaching philosophy statement (TPS) is an articulation of an individual’s beliefs about their role as a teacher (Schussler et al. 2011). An individual’s TPS can be viewed as an all encompassing statement about their personal position regarding teaching and learning attributes. My TPS pertains to three elements. The first being to foster an inquisitive mind and develop an excitement to learn. Secondly, I seek to provide students with a methodology to obtain knowledge through enhancing critical thinking skills - rather than simply impart content and facts. The overriding element however, is to engage the student through making learning an enjoyable process. Confucius wrote, “By three methods we may learn wisdom: first, by reflection, which is noblest, second, by imitation, which is easiest and third by experience, which is bitterest” (cited in Dracup & Morris 2008). The nature of teaching itself implies a dual definition. Firstly, there is the nature of teaching as it is traditionally concerned about the method of instruction utilised - the other notion is the relational aspect of mentor / motivator between teacher and students (McEwan 2011). This duality is reflected in my TPS as there is the focus of content along with the relational aspect of mentoring and inspiring. As an educator, I am concerned with teaching **//__and__//** learning- this would then imply an open exchange of information as well as an understanding of how the student will learn. This duality is expressed by Dracup and Morris (2008), who indicate that there is a difference between the educational component of nursing and the practice of nursing. These authors further emphasise the need for the dual role of the educator to be an expert clinician (content) as well as teacher (mentor/motivator) (Dracup & Morris 2008). Why reflect on my TPS? Just as no employment environment is static and groups of students are not homogenous; it follows that there is no singular correct method by which to conduct the business of teaching. Teaching and learning therefore become a continually evolving component of an individual’s practice (the act of teaching), the larger environment in which the individual functions (university) and also the dynamic subset of their chosen field (health and nursing). The need for reflection arises in order to alter my learning and teaching approach to achieve “best practice” within my environments. The emphasis within every occupation, regardless of its nature, is to promote life long learning (Koerner 2003). My overriding philosophical approach, is to create an educational atmosphere that facilitates an enjoyable journey rather than an onerous trek and in doing so, encourages the process of life long learning. Motivation and engagement can be achieved by enhancing the learning environment to achieve enthusiastic and engaged students who benefit from active learning. In 1907, Henry Adams wrote “A teacher affects eternity; he can never tell where his influencing stops”. I seek to be an inspiration to my students and provide a living portrayal of the beliefs I articulate. If I can provide a student with a methodology to tackle varied situations, then I have the potential to assist that student to tackle multiple environments that present. If I provide a student with only a set response to a static situation, then I have only achieve one millionth of a potential. What guides me as a teacher? The use of self is to teach and motivate is a methodology utilised within many nursing settings. In order to promote an effective use of self, the clinician must have a strong understanding of the places and experience that have moulded them into the person they have become (Happell et al. 2008, p.133). The development of my teaching style has been impacted upon twofold; primarily by personal experience as a student and secondly by the feedback that I receive from students in my scope as a lecturer. In my past student experiences, nothing was more detrimental to my own learning process than a lecturer who considered themselves to be the font of all knowledge and then proceeded to present vast content to their audience without any engagement. Three hours of laborious fact presentation in a teacher centred didactic was hardly conducive to stimulating student interest, let alone able to address the risk of attrition. My current teaching approach utilises a student centred concept in contrast to the teacher centred mode of delivery. Teacher centred delivery is the traditional methodology of teaching nursing students (Rounds & Rappaport 2008). Yuta (cited in Schussler et al. 2011) indicated that teaching is “not about what I teach, but about what (and how) students learn”. So, how do I engage learners? My goal is to make the content matter easiest and economical to learn. In order to achieve this, Archambault and Crippen (2009) indicate that the educator must then have an understanding of what makes learning difficult and easy. In preparing my sessions, I commence with developing an understanding where the student “is at” in their own learning. All students bring to the learning environment some strength which can be further developed and utilised. My student cohort is composed of multiple generations with ages ranging from 17 years to 65 years. This cross generational aspect presents challenges in terms of how they learn and what motives them (Baxter et al. 2009; Notarianni et al. 2009; Todd 2009). I needed to develop an understanding of how the varied generations learn and what strategies I can incorporate in order to engage and motive various groups. I facilitate cross generational learning by presenting material in varied mediums. Media with a greater technology focus and immediacy of feedback appeals to the millennial or net generation (Notarianni et al. 2009). An example of this is the inclusion of online quizzes with immediate re direction to material for incorrectly answered questions and an instant test result displayed. The baby boomers are catered for by printable hardcopy worksheets that are completed on a weekly basis with both qualitative and quantitative assessment returned thus providing greater structure and more depth of acknowledgement of the efforts they extended in completing the task. Notarianni et al. (2009) indicates that this generation are motivated by time structured material that provides a reward and acknowledgment for the efforts extended. The majority of my students are mature age and busy with family and work responsibilities or younger students who predominantly work within the health industry. The working student also needs to bring a sense of economy to the time they can devote to their education. Liu and Carless (2006) indicate that students are driven by the “natural desire” for high grades. My experience differs in that many students have been driven by the desire to complete their degree and secure their employment prospects, achieving this with some sense of sanity still in tact without overall focus on the end grade or grade point average- they were content with passing. To reduce attrition and enhance motivation, the learning experience needs to be enjoyable and not simply pertain to the acquisition of grades. A solitary focus on the quantitative result does not always foster intellectual engagement. The experience of the learning journey plays a major role in preventing attrition. Students are more likely to learn when their attitude is positive (Human-Vogel 2006). Learning should have an element of fun attached to it. If teaching is fun – learning is fun. Wright (cited in Nash 2002) indicates that “lecturing is fun; there is an element of drama and performance”. Wright (cited in Nash 2002) further indicates that there is a strong correlation between making the learning process motivational, fun and useful at the same time. Tools utilised within my courses include role plays and situational simulations. These have the effect of motivating students through holding their attention while simultaneously allowing for the application of content in a realistic setting. Collaboration also has been shown to increase the learning experience and improve outcomes. Gatson’s study (2009) indicates that nurses “learn from each other” and that there is a variation in the approach taken to solve problems which is unique to different generations. Problem based learning and collaboration fosters increased motivation (Rounds & Rappaport 2008). Holaday and Buckley (2008) add further to this claim and state that student satisfaction with the learning experience is also increased through this form of delivery. There must however remain some way of determining how much learning has resulted and assessment cannot be avoided. Assessment practices that have large numbers of assessment items due in one concentrated period are shown to lower motivation, interest and enjoyment and increase attrition (Coutts, Gillears & Baglin 2011) and for this reason, I aim for periodic assessment each with a lower weighting over the duration of the course rather than two large assessment items due along with other course workloads. The inclusion of around the class “deal or no deal” type quizzes, crossword puzzles, a human bone jigsaw game and other such “fun” activities - relaxes the learning environment and allows for a “change of pace” (Todd 2009) while at the same time assessing learning that has occurred. Either from a teacher perspective, peer assessment or self assessment. Lui and Careless (2006) indicate that the acquisition of feedback enhances learning. The feedback given to, and received by students certainly enhances the delivery of my teaching practice as I seek to improve in the areas that students have identified as lacking or where they felt unsupported. The greatest challenge for me was the change from the traditional face to face delivery of nursing education to the online environment. I struggled with how to impart personality and humanity into an online course. I was not alone in this sense of feeling out of my comfort zone as echoed throughout Rounds and Rappaport’s (2008) and Todds’ (2009) studies. Collaboration and the uptake of the challenge – again a quest for life long learning now sheds light on this situation as I gradually gain the technological skills to bridge the gap in my practice. By moderating one’s practice in response to constructive feedback, the quality of teaching is expanded from private domain to the public area (Lui & Carless 2006). Through publicly promoting my directional changes that have resulted in response to feedback, I hope that my students will also be motivated to adopt new practices into their own learning as they develop new insights and value new ways of doing things. My refinement of my teaching style occurs as an ongoing process. The web based technologies offer any mediums to obtain constructive criticism from students without prejudice of their comments being attributed to the individual. I value feedback and seek to modify my teaching style according to my audience and by the feedback they provide. How Do I know that my teaching style is effective? This achieved partly through the recognition of the formal feedback received through Moodle teaching sites. Informal feedback is also advantageous and this feedback can take the form of students requesting to know what subjects I will teach in the future so they can be in my class. In making learning fun and utilising the change of pace activities I receive informal feedback as I see the students performing the “range of movement” dance or passing me in the corridor reciting some acronym or jingle that has been created to assist in learning chains of content. Peer assessment is also advantageous as this allows for appraisal of a different focus (Lui & Carless 2006). In summary, there is no singular “best method” to practice the art of teaching and learning. Unique and varied approaches are often required to cater for the makeup of the student cohort. Life long learning not only relates to content acquisition but also methodology in its delivery. I strive to be the motivator and mentor that my TPS articulates with the result of being an engaging lecturer. My practice will continue to evolve in response to formal and informal feedback received from students and peers. Continued exposure to methods of teaching delivery outside my comfort zone –including technology based environments, should supplement and support my role within teaching and learning. References: Archambault, L & Crippen, K 2009, ‘Examining TPACK among K-12 online distance educators in the United States’, //Contemporary Issues in Technology and Teacher Education,// vol. 9, no. 1, pp. 71-78.

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