My Teaching Philosophy; "Teaching is a never ending expedition of learning"
"What is teaching?"
The answer to this question evolves every day if you are a teacher who is experiencing the essence of teaching each passing day. Thus, as a teacher, I firmly believe that teaching is a never-ending expedition of learning. Although in many instances teacher's role is such that the very definition of a teacher is viewed as a practitioner, instructor, observer, examiner, and caretaker, if viewed from a different in-depth angle a teacher while sharing the knowledge and expertise evolves, as each passing day in a teacher's life is a new lesson to be learned. Therefore, my belief is that a teacher is a learner who is a forever learner and that these two processes: teaching and learning, are undetachable.
According to Furnish (2010), having a clear definition of teaching is essential because it influences teachers' actual practices in the classroom. My teaching philosophy is woven around the notion that a teacher should be focused on both their own knowledge and the needs of the students. This means that a knowledgeable teacher is always dedicated to transforming the students' innate tendencies, abilities, capacities, and powers while also fostering their personal, social, cognitive, and cultural growth. Undoubtedly, Drawing inspiration from the theories of cognitive learning (Piaget, 1954), social constructivism (Vygotsky, 1978), differentiated learning (Tomlinson, 2005), and experiential learning (Kolb, 1984), which are all supported by communicative language teaching (CLT), total physical response (TPR), and eclectic method. Hence, my teaching philosophy views education as a dynamic process, where the boundaries between teacher and learner blur into a harmonious bond of mutual enrichment.
Just as Piaget envisioned the child as an active constructor of knowledge, students are not kites that could fly on their own, yet with the correct force the kite will fly on their own, just like a child who needs a gentle push to comprehend the innate abilities and build their own understanding. A teacher should be able to give students the resources and support they need to build their learning structures piece by piece by designing dynamic and interesting learning environments. Social constructivism, as proposed by Vygotsky, is a philosophy that strongly aligns with my view that learning occurs best in collaborative communities. Students in these communities develop a collective intelligence that surpasses individual capacities by learning from one another in addition to the teacher. Tomlinson's differentiated learning concept serves as a helpful reminder of the variety of elements that comprise our classrooms. Just as a skilled pilot who understands the tension and pattern of the sky and air and flies the plane safely a teacher tailors the teaching process to the unique needs and strengths of each student, ensuring that no thread is left unattended. Kolb's theory of experiential learning, along with communicative language teaching (CLT) and total physical response (TPR) adds a tactile dimension to my teaching philosophy, as students get the chance to immerse themselves in real-world experiences. By reflecting on these experiences, they not only deepen their understanding but also internalize their learning in a way that textbooks alone cannot achieve.
Yet with the applicability of all the theories the most important aspect of teaching is that it never is the same; the teacher should be a versatile personality who is always ready to adapt and improvise on the go. Like a weaver who deftly switches between different weaving techniques; as resonated from the eclectic approach of teaching, the teacher who is well aware of the above-mentioned roles of a teacher should also be able to blend elements from various teaching methodologies to cater to the diverse needs and learning styles of the learners.
At the heart of it all lies the fundamental belief that a teacher is a forever learner. Each day in the life of a teacher is a new lesson waiting to be learned. Through this continuous process of learning and teaching, as a teacher I strive not only to educate but also to inspire, fabricating an expedition of knowledge, growth, and transformation.
References
Furnish, V. P. (2010). The moral teaching of Paul: Selected issues. Abingdon Press.
Hopkins, R. (1993). David Kolb's experiential learning machine. Journal of Phenomenological Psychology,
24(1), 46-62.
Piaget, J. (1981). Intelligence and affectivity: Their relationship during child development.(Trans & Ed TA
Brown & CE Kaegi). Annual Reviews.
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating
curriculum, grades 9-12. ASCD.
Mahn, H. (1999). Vygotsky's methodological contribution to sociocultural theory. Remedial and Special
education, 20(6), 341-350.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard
University Press.