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Educational Philosophy

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With the rapid pace of technological advancement continuing into the new millennium, contemporary educational processes have been transformed by the way the students interact with teachers, other students, and people outside of the classroom. However, the resulting increased emphasis on creating an authentic student-centered learning environment does not necessarily mean that best practices associated with the traditional ways of teaching and managing a classroom should be entirely discarded. Rather, twenty-first century education must strive to find a balance the between a standards-driven atmosphere concentrated solely on content within the pages of assigned textbooks and leveraging technology to focus on an integrated and interdisciplinary curriculum where students are encouraged to connect what they have learned in one subject with another in a manner that prompts development their critical thinking skills.
“As educational programs move from the traditional classroom setting to an online environment, learning is impacted by a dynamic array of factors, including the educator's adapted philosophical perspectives and student's diverse needs, styles, experience, and motivation.” ~Danny Durham
My educational philosophy has evolved through the reflection of my values and beliefs that have been forged throughout my life. Having grown up within a family of educators, I was encouraged to think about questions and issues from multiple perspectives to form a more independent view rather than to simply memorize facts and repeat the opinions of others without consideration of context or a deeper meaning. As a corporate trainer responsible for teaching a multigenerational workforce, this background has served to reinforce the importance of creating an educational setting that focuses on adult learning theories and emphasizes the need to consider critical thinking as a culture rather than just an activity. In a like manner, my beliefs in the qualities and competencies of a professional educator have also been influenced by my experience as an adult student and commitment to lifelong learning. To that end, my educational philosophy concerning what tasks and competencies a teacher should possess are summarized below in the context of my experience as an instructor, adult student, and lifelong learner.
  • Instructor: As an instructor, I have come to realize that pedagogical approaches do not have to adhere precisely to one learning theory or another to create a relevant learning environment that develops critical thinking skills. However, the achievement of a desired instructional outcome continues to remain highly dependent on defining measurable learning objectives and the use of formative assessment techniques that allows students to identify their strengths and target areas of weaknesses that need added attention. Supporting student motivation and achievement in this manner necessitates that I seamlessly transition between multiple classroom roles as a facilitator, teacher, instructor, coach, and consultant. This aspect of my educational philosophy allows me to establish a positive and productive learning environment that offers a diverse student population a climate of safety, where there is open conversation, risk-taking is encouraged, trust and respect are fostered, diversity is embraced, and positive interaction is the norm.
  • Adult Student: As an adult student, I have completed graduate degrees and certificate programs in both the traditional classroom setting and the online learning environment. This opportunity has provided me with a unique perspective how the instructional design, development, and implementation process must be utilized to develop a curriculum that incorporates relevant ideas from online and adult education theories into the learning process to promote student engagement. This aspect of my educational philosophy is of crucial importance in my facilitation of learning activities by ensuring that: instructor presence extends learning beyond the textbook to connect students with a course; regular opportunities are provided for students to interact with each other, course material is designed in a manner that promotes the development of critical thinking skills; and specific and timely student feedback is given to improve the quality of their work.
  • Lifelong Learner: As a lifelong learner, I find joy as well as a challenge in expanding my knowledge of the things that spark my curiosity, simply because I want to know how, what, or why. From a professional perspective, I recognize that teaching is not a static profession and that learning must be a continuous process to improve instructional skills, master new knowledge, and develop new proficiencies. Further, by experiencing firsthand how technology is being used to incorporate emerging tools and strategies into the learning process, I am better positioned to include new concepts, teaching approaches and technology into my teaching and facilitation activities. This aspect of my educational philosophy provides me with an ongoing opportunity to develop the knowledge and skills needed to implement the best instructional practices possible to help students learn at the highest levels.
In expounding upon my educational philosophy, I do not intend to suggest that it is a definitive approach or one that is applicable in all circumstances. Instead, my reflection on instructional delivery, classroom management, formative assessment, and personal competencies are what I believe to be the skills and knowledge needed for a teacher to be successful in today’s modern society. That said, in twenty years, the world will once again be very different from that of today and, just as my educational philosophy was developed over time, I fully expect that will continue to evolve in the years to come.
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