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My Philosophy on Teaching and Learning
Despite the differences of format, one thing remains the same: my role asfacilitator. I believe that studentslearn mathematics best by doing mathematics and then working to communicateabout mathematics. Therefore, myclassroom involves discussion among students and with me. Asa facilitator, I frequently use the Socratic method in class to elicitmathematical thought and foster engagement with mathematical concepts.
Now the first thing we notice is that two at any rate of these "subjects"are not what we should call "subjects" at all: they are onlymethods of dealing with subjects. Grammar, indeed, is a "subject"in the sense that it does mean definitely learning a language--at thatperiod it meant learning Latin. But language itself is simply the mediumin which thought is expressed. The whole of the Trivium was, in fact, intendedto teach the pupil the proper use of the tools of learning, before he beganto apply them to "subjects" at all. First, he learned a language;not just how to order a meal in a foreign language, but the structure ofa language, and hence of language itself--what it was, how it was put together,and how it worked. Secondly, he learned how to use language; how to definehis terms and make accurate statements; how to construct an argument andhow to detect fallacies in argument. Dialectic, that is to say, embracedLogic and Disputation. Thirdly, he learned to express himself in language--how to say what he had to say elegantly and persuasively.
Some of the more salient aspects of my teaching philosophy include:
Clearly my early inability to read was caused by a lack of the wrong sort of practice. I’m not sure how able I am at reading now – I think it’s fair to say I’m pretty good – but whatever innate reading ability we might have, reading is not ‘natural’, written text was invented less than 5000 years ago. It took my mum to frogmarch through the laborious process of learning how to do it in order for whatever latent talent I might have possessed to emerge. I dread to think what would have happened to me had she not been willing or able to do so. But does than mean that anyone, with enough of the right kind of practice can become as skilled as anyone else?
As a student in an exceptional ESL degree program, I was able to build upon my original motivation a solid theoretical foundation on which to base my future teaching approach.
In my personal philosophy of teaching, I believe that it is important to be consciously aware of the theory behind what I teach as well as the way that I teach.
Philosophy Of Teaching And Learning Education Essay
I will begin by discussing my personal experiences as a learner in the public education system and as a life-long learner, and how my experiences have shaped my philosophy of teaching and learning.
A reason to examine philosophies of learning
An instructor’s teaching style is directly related to their philosophy of what it means to know and learn. The rationale for making particular teaching choices becomes more apparent when new faculty members reflect on what they believe about teaching and learning. Much of what faculty believe comes from their own experiences as a student, the images of teaching they hold, and their experiences as a teacher. There is, however, a body of research on teaching and learning that may serve faculty well as they hone their teaching craft.
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My Personal Teaching Philosophy Education Essay
Those whose pedantic preference for a living language persuades themto deprive their pupils of all these advantages might substitute Russian,whose grammar is still more primitive. Russian is, of course, helpful withthe other Slav dialects. There is something also to be said for ClassicalGreek. But my own choice is Latin. Having thus pleased the Classicistsamong you, I will proceed to horrify them by adding that I do not thinkit either wise or necessary to cramp the ordinary pupil upon the Procrusteanbed of the Augustan Age, with its highly elaborate and artificial verseforms and oratory. Post-classical and mediaeval Latin, which was a livinglanguage right down to the end of the Renaissance, is easier and in someways livelier; a study of it helps to dispel the widespread notion thatlearning and literature came to a full stop when Christ was born and onlywoke up again at the Dissolution of the Monasteries.
Philosophy Of Teaching Free Essays - Free Essay …
Critical pedagogy may be described as a philosophy of teaching that deeply examines and attempts to understand the complex interaction between teaching and learning, with an explicit aim of transforming both the immediate and extended social setting (Wink, 2000).
Philosophy of Teaching Education Essays - 123helpme
I feel that by structuring my lessons I this way, I am helping my students acquire the secondary discourse of American higher education, as discussed by Gee (1996), and thereby providing my students with greater access to the language of power (Delpit, 1998).
Having presented my primary philosophical persuasion regarding education, I will briefly discuss critical pedagogy, which is another teaching theory that interests me and is also in line with social constructivist thought.
Essay - Teaching Philosophy Statement ..
Also, I think that it is necessary to be aware of the complex interplay that exists between teaching, learning, and curricular theories in actual classroom practice.
Social constructivism is the education theory that I am most interested in as a teacher, and I believe that I manifest this theory in my classroom through my approach to teaching.
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