My Personal Teaching Philosophy

Learning is a continuous experience. Most of the teaching and learning philosophies are
grounded in experiences shaping the current perceptions. Every teacher is entitled to his/her
philosophy concerning their teaching and learning directed by the curriculum and instructions.
Bearing this in mind, I have established my teaching and learning philosophy guided by my
experience. The experiences assist me in creating objectives and goals for my learners in my
program as well as classrooms. As a result, the experiences help me to make a valid choice on
where to set my focus during training and learning.
Overall Teaching Philosophy
According to Krogh, S., Fielstein, Phelps & Newman (2015), teaching focal is to my
interpersonal and professional development. I am lucky enough to amass various teaching
experiences. Teaching my learners is a satisfying encounter that influences the success of
introducing my learners to the critical inquiry world and addressing the analytical writing and
thinking challenges. Throughout my teaching experience, I esteem two basic concepts: 1) despite
the factor that material coverage is imperative, it is prudent to instruct the learners' skills rather
than things and 2) learners suitably learn competencies and skills through appropriate interactive
teaching approaches that encourage their involvement in the teaching and learning experiences.
My teaching philosophy projects both radical and traditional roots. My philosophy of
teaching rests on professing myself as my students' partner in learning rather than a
professional/expert. The most significant gift I can offer my learners is offering myself obsolete.
As a result, I apply the liberation pedagogy as my primary method of teaching (Portlock, 2010).
Liberation pedagogy no longer perceives the teacher as the only source of teaching and learning
knowledge in the learning setting; rather, the teachers help the learners to become active

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knowledge/ideas creators and not passive recipients of knowledge. In the process, I validate the
pre-existing abilities and knowledge in students, make them perceive the world critically and
empower them to become intellectual actors.
Instructor Goals/Strategies
According to Schunk (2009), having examinable goals in a classroom is a critical aspect
of encouraging the teaching and learning process. I have established educational purposes that
are based on meeting the needs of my students. For instance, these goals have addresses the
developmental capabilities of my learners as well as scaffold on prime acquired skills. Some of
these goals include:
a. Creation of effective teacher-student relationships. This will encourage student
motivation (Anderson, 2015). When I encourage a positive relationship with my
students will further influence a positive impact on the learner's acquisition of
knowledge.
b. To meet the educational need of each learner. I plan to apply the most suitable
teaching and learning methods that advocate for student participation. For instance, I
shall make use of liberation pedagogy, an approach that is learner-centered (Portlock,
2010).
c. Foster effective communication and critical thinking among the learners. The primary
purpose of teaching is to impart essential abilities of reasoning and important
communication strategies among learners. I shall, therefore, apply to teach my
learners the concepts of communication and analytical problem-solving approach.

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d. Application of top current teaching and learning methods and trends. In my classroom
programs, I shall use participative approaches that are more central to the learner.
This will help me evoke students' involvement (Portlock, 2010).
Regarding the selection of effective teaching and learning methods, I shall choose
discussions that focus on posing challenging questions to the class. Such as provoking questions
to encourage the engagement of the students (Portlock, 2010). I shall use progressivism and
existentialism teaching and learning theories to ensure that my goals are achieved. Progressivism
helps me to incorporate every student's needs and interests when creating curriculum instructions
and teaching methods. Existentialism will ensure that I have used already known learner
experiences to enforce learning (Krogh, Fielstein, Phelps, & Newman, 2015).
Overall Teaching Strategy
The reasoning for teaching and how the teaching facilitates the learning process of the
students an essential evaluation for any teacher. I teach to impart knowledge to my learners and
endow them with required competencies. If the needs of the learner are not achieved, the process
of teaching and learning has deemed a failure. The teaching approaches used by the teacher
facilitates the learning process by learners. I ensured I had applied the appropriate teaching styles
like liberation pedagogy, progressivism, existentialism, and discussion methods that encourage
students' active participation in the process of teaching and learning.
These methods ensure me as the classroom instructor am not the only source of
knowledge; instead, the techniques help to use the learners as the source of their knowledge
actively. For instance, when I applied discussion, the students interacted effectively and actively
researched for their understanding (Schunk, 2009). Therefore, the best and essential teaching and
learning approach are that which is student-centered. When I involve the learners in the process,

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they will achieve their needs more compared to when feature myself in the teaching and learning
process.
Conclusion
Learning is a continuous experience. Teaching philosophy is a critical aspect of any
prospective teacher in any subject. My teaching philosophy projects both radical and traditional
roots. Without teaching philosophy, the teacher lacks a sense of direction. I could not mention
my philosophy of teaching without comprehending the methods of knowledge instruction. I am
bound to believe that liberation pedagogy, interactive teaching strategies like existentialism and
progressivism are capable of meeting the needs of the learners when used. Therefore, for any
prospective teacher, teaching and learning philosophies development are recommended. As a
result, I have formulated my philosophy of teaching and learning founded on my experiences
that assists me in creating learners' goals/objectives/interests in my current program and
anticipated classrooms.

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References

Anderson, K. (June 2015). Classroom goals. Retrieved from http://scs.k12.mi.us/education/
components/scrapbook/default.php?sectiondetailid=3627& on June 1, 2015.
Krogh, S., Fielstein, L., Phelps, P. & Newman, R. (2015). Introduction to education: Choosing to
teach. San Diego, CA: Bridgepoint Education, Inc.
Portlock, C. (September 2010). Foundations of education and instructional assessment /
effective teaching / life-long learning. http://en.wikibooks.org/wiki/Foundations_of_Education
_and_Instructional_Assessment/Effective_Teaching/Life-long_Learning on June 1, 2015.
Schunk, D. (Dec. 2009). Goal setting. Retrieved from http://www.education.com/
reference/article/goal-setting/ on May 28, 2015.