Introduction
Teaching is vital to transferring the necessary knowledge to people who want to learn a profession. In order to competently present all the necessary information to students, the teacher must have several essential competencies. These competencies, in turn, form a teaching philosophy, which is obligatory for every teacher who wants to achieve a noticeable effect. This should, however, be consistent with the field of study and the specific goals and skills that need to be transferred to students. My teaching philosophy includes several main aspects covered in this paper.
Components of Personal Teaching Philosophy
One of the critical aspects of my teaching philosophy is the goal of better understanding students’ motives and needs. As a mentor, my main task is to convey information to students and ensure they absorb it. To do this, I need to evoke a deep understanding of the core concepts that I am teaching instead of just giving information. This approach may not be practical because the data is quickly forgotten and presented in an uninteresting way (Dilnoza, 2022).
For the material to be fully assimilated, it is necessary to approach teaching responsibly and present information in an interesting way. To carry out training more effectively, I use a team-based learning method. This allows me to increase cooperation between students and bring them to new levels of mutual understanding and coherence of work (Laundon et al., 2020). This method of work allows students to solve problems independently, share ideas, and find original solutions for specific situations. This develops essential leadership and teamwork skills that will be useful to them.
Student reviews are also a critical element of the teaching philosophy. Quizzes are a suitable option that I use to assess how students have progressed in their work. It can also help identify student performance in any particular area of expertise that is relevant at the time of the test (Buswell & Berdanier, 2020). This testing method can provide quick feedback to the students, which is suitable for the final learning outcomes, as I can thus better manage the delivery of the material. At the same time, quizzes can be designed for different purposes, such as assessing the learned material or logical thinking.
In my teaching philosophy, the main thing that students should learn is the principle of “Do No Harm.” This aspect is important because it can guarantee that the training is successful if the students can learn the specialty’s basic ethical foundations (Scott et al., 2020). This is a prerequisite for further study as it can help students understand the primary purpose of their profession and how they will be expected to act. Responsibility is one of the main aspects of teaching philosophy in this context. It should be instilled in students to make them highly qualified specialists.
A significant aspect of my teaching philosophy is improving my abilities and teaching style. This is best done through instructor ratings and student feedback. In this way, I can constantly receive relevant feedback on my teaching methods, and accordingly, I will understand what I need to improve. Such assessments can significantly impact teaching practice as these reviews will come from the students in particular (Lorencová et al., 2019). They will be able to find ways in which they would like to improve teaching. However, the instructor’s opinion is also essential, as comments can help me develop introspection and increase student satisfaction.
Conclusion
In conclusion, my teaching philosophy is based on several important factors: providing professional training and instilling in students knowledge related to their specialty. This can be achieved through a team learning method to develop student friendships. In addition, as a mentor, I constantly have to check the knowledge that the students have acquired. This can be done with the help of quizzes as an adaptive and convenient tool. At the same time, one of the main goals is the assimilation of the principle “Do No Harm” and checking the effectiveness of their work with the help of feedback.
Annotated Bibliography
Buswell, N. T., & Berdanier, C. G. (2020). Revealing teaching conceptions and methods through document elicitation of course syllabi and statements of teaching philosophy. Frontiers in Education Conference, pp. 1-9. Web.
Buswell and Berdanier (2020) highlighted the importance of teaching techniques in presenting material to students. In this regard, the teacher should conduct tests to assess how students remember information and whether something needs to be changed.
Dilnoza, N. (2022). The use of interactive technologies in teaching philosophy in the higher education system. Spectrum Journal of Innovation, Reforms and Development, 4, 118-123. Web.
Dilnoza (2022) explores pedagogical technologies that can be used to shape the culture of future professionals. Thus, the author reveals the importance of implementing special methods to fully disclose information to students and achieve their understanding.
Laundon, M., Cathcart, A., & Greer, D. A. (2020). Teaching philosophy statements. Journal of Management Education, 44(5), 577–587. Web.
Authors Laundon et al. (2020) reveal the need for teacher philosophy to help define specific goals and incentives. In addition, the work pays considerable attention to the methods a teacher can use.
Lorencová, H., Jarošová, E., Avgitidou, S., & Dimitriadou, C. (2019). Critical thinking practices in teacher education programmes: a systematic review. Studies in Higher Education, 44(5), 844-859. Web.
Lorencová et al. (2019) outlined the importance of critical thinking and student feedback in improving teaching opportunities. The article aims to reveal why teachers should constantly improve their abilities.
Scott, K. A., Bray, S., & McLemore, M. R. (2020). First, do no harm: why philanthropy needs to re-examine its role in reproductive equity and racial justice. Health Equity, 4(1), 17–22. Web.
In their paper, Scott et al. (2020) addressed the consideration of philanthropic work principles in the educational sector. According to the authors, this is important because when students feel empathy, they absorb information more easily (Scott et al., 2020).