About Me that supported
|Under Gratution:||University of Delhi|
|Under Gratution 2:|
The best way for me to describe my teaching philosophy is to use the notion of a journey. Whether I work with students at the beginning of their formal studies or near the end of their degree or anywhere in between, often the goals and tools needed for the eventual successful completion of the journey are the same: interest, courage, and the realization that the journey never ends. I know I am only one of my teachers these students are going to encounter along the way and I also understand…I am encountering them “en route”, each having arrived from different paths and each facing different challenges. It is with this knowledge that I approach and have so far developed my philosophy of teaching. I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as a educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) The teacher acting as a guide, (2) Allowing the child's natural curiosity to direct his/her learning, and (3) Promoting respect for all things and all people. The teachers I have had who stand out in my memory have some attributes in common: they presented their subjects in a way that caught my interest, clarified difficult topics and led me through complex areas, and put knowledge into context so that its relevance was apparent. These role models have influenced my approach to teaching: I view myself primarily as a facilitator of learning ….Feedback from students has been vital to the process of growth…since I began teaching: I learned form them, for example, the pacing of lectures, and effective ways to help them learn in small group discussions. In order to meet the challenges…we have embarked on, I demand excellence from my students just as I demand excellence from myself. I implicitly trust – and often express my confidence in – the unlimited possibilities for improvement and achievement in my students and in myself. As a result I expect nothing less than their best efforts. To expect any less would deny them the opportunity to go beyond the limits of what they once thought possible for themselves. I apply the same ideals and principles to my own teaching development. I believe content is important. Very important. But completely unintelligible unless the teacher can find a way to make it relevant for the student. I’m not always sure I can do that, but I am learning to trust the content and the student to lead me to new relevancies in a changing world. I try to remain flexible and incorporate what the students bring to the classroom, in assignments and comments, in order to use that in presenting the methods and content to them. Learning, as the reduction of illusion and ignorance, can help free us from domination by hitherto unacknowledged constraints, dogmas and falsehoods . I have tried to identify the most critical quality of teaching but find that, in my view, there are three aspects of equal weight: 1. The importance of learning as an emancipatory process 2. The need to respect and value the position of other and 3. The significance of imparting an enthusiasm for the process itself. This means that I must find a way to incorporate all of these aspects into my approach to teaching…..Have the practical tools to use knowledge between integrated into the learning process? Is there a sense of the empowerment of knowledge?…To every learning experience we [must bring] an understanding that knowledge is socially constructed, and therefore may be and in need of questioning. For me these are all critical elements of teaching sociology. As university teachers gain more experience in the classroom and lecture theatre, their philosophies deepen and reflect this understanding. Good teaching requires on-going investigation into and reflection on the relationship between teaching practice and student learning. For myself, teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs. I am such a person and will always strive to be the best educator that I can be.