Teaching philosophy

Concept/beliefs central to my teaching philosophy

My teaching philosophy is based around providing a safe environment where participants are able to make mistakes, share, build productive relationships and learn from each other.  I believe in the importance of building mutual respect, creating an environment of support and providing the students with challenges that instill passion and a positive attitude, whilst encouraging and empowering them to pursue further learning opportunities into the future.

One concept/belief that supports learner centred learning

One of the main beliefs that underpins my philosophy is the concept of teaching and learning and that you cannot do one without the other.  See my earlier post Ako and teaching philosophy.  This philosophy is supported by Weimer (2002) who states  'In order for teaching to more effectively promote learning, instructional practice needs to change in five areas.'  One of the five areas that she focuses on is '(t)he responsibility for learning' and states that in order for us to effectively promote learning there needs to be 'activities to create constructive classroom climates and let there be logical consequences.' Effectively saying that the teacher/learner roles become blurred and the learners become more 'autonomous' as their confidence grows.  The teacher must learn to hand over more responsibility to the learner.

Relevance/application

Examples of this in my own teaching practice are outlined in an earlier post regarding learning sequences Learning sequences and the importance of arranging a session plan in a logical progression, building on activities throughout the session and slowly ensuring the complexity increases as the 'picture' is created. This also fits well with Vygotsky's (1978) constructivism approach Constructivism where the learners take an 'active' part in the process or class structure.
I believe in finding out peoples strengths and using these during group activities where students are co-ordinating a session or activity.   In this way I am learning from my learners, my role becomes three-fold in as much as I am;

• Teaching the learner to become more autonomous
• Learning from the learner
• Helping the student learn to teach/instruct

Weimer (2002) highlights this as another of her 'changes to practice' and argues that 'content should be used to build a knowledge base and to develop learning skills and learner self-awareness.' 

Alton-Lee (2003) states that "it (ako) recognises the knowledge that both teachers and learners bring to learning interactions, and it acknowledges the way that new knowledge and understandings can grow out of shared learning experiences".  This fits very well with the constructivism approach that believes learners come with their own thoughts, ideas,understanding and knowledge and have much to contribute in the learning process and this should be reciprocated.

The principle of Ako also 'affirms the value of pair and group learning approaches in which students interact with their peers, teachers, tasks and resources.' (Alton-Lee,2003).  This is where focusing on the context, in particular room set up and how and where the students sit helps to determine how well they interact and share in their learning.  Drawing on their own life experiences and stories can help build connections, trust and a sense of belonging.  See earlier post on Learning in context.  This style of interaction suits Maori and pacific Island learners by using a holistic approach in their encounters.

Another technique I use to apply my teaching philosophy is that of understanding the importance of providing 'real life' experiences for the students to make their learning connections.  Whether it is role plays, field trips or work experience.  Previous adult learning theory research that I have explored has indicated the importance of creating experiences that take into consideration all the different learning styles that my students have, variety is the key! Other Adult Learning Theory thoughts.  This approach ensures that the visual, auditory, kinesthetic learners all have an opportunity to progress and learn during a session.

The concept of Ako also relies on deliberate acts of teaching where interactions are set up and during these sessions the teacher reflects on the process and uses this to improve future  encounters. Reflection and reflective practice .

My focus on Ako as a concept of my teaching philosophy has shown that new knowledge and understanding can grow out of shared learning experiences.  I endeavour to constantly challenge myself and my students by providing a caring and inclusive teaching environment where they feel safe to take risks.  An environment where I am not only improving my teaching techniques by providing constant quality and up to date resources, but I am learning from my immediate environment and reflecting on that to ensure improvements are always made.  

References;


Retrieved June 19 from; Learner-Centered Teaching: Five Key Changes to Practice available online: www.josseybass.com Maryellen Weimer (2003)

Retrieved June 20 from; http://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-ako

Module Six - Adult Learning Theories - Principles and Practices

I have explored adult learning theories in previous papers for the GCTLT, so I thought I would look at  Vygotsky and his constructivism approach as this view fits well with what I do and what I believe.
My understanding of this is that the learner comes with their own thoughts, ideas, understanding and knowledge, with their own unique and diverse background, up-bringing and culture.  If all this can influence the impact on their learning, then it is vitally important that we get to know our learners as quickly as possible.
The quality of the learning experience and how well they are constructed relies heavily on how well we know the learner, so that they in turn can assess and compare this with previous life experiences. (Knowing what to do). (Literacy and numeracy, 2010)
I do try to build in a reflection process into my teaching style, this takes on a variety of forms e.g. individual questionnaires, group feedback, self and peer reflection.  These help me make informed decisions for improvement.

Vygotsky's (1978) social development theory 'promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher.' (Haufather, 1996).
That concept of Ako comes through very strongly with this constructivism theory.


References;

Retrieved June 17 from http://www.learning-theories.com/vygotskys-social-learning-theory.html

Hausfather, Samuel J., (1996) Vygotsky and Schooling: Creating a Social Contest for learning.
Action in Teacher Education.(18) 1-10.
Retrieved June 15 from https://www.literacyandnumeracyforadults.com/resources/356269

Module Five - Teaching philosophy

While I was exploring this module, and thinking about the words that best describe my teaching philosophy, I kept coming back to the concept of teaching and learning, how the two are intertwined and how you can be both the teacher and the learner at the same time. Pere (1991) in Te Wheke describes four dimensions that contribute to a person's health and well-being, Ako is one of these dimensions;
'The concept of Ako, which relates to the traditional Māori thinking about the transfer and absorption of skills, knowledge, wisdom, experience, much of which has traditionally occurred in the course of everyday activities. It implies learn and instruct at the same time.'
I feel it is at the heart of my values and beliefs, and see myself ;

• Teaching and learning from my students
• Learning in teaching as I teach
• Learning from other teachers through observation and communication

I considered the four key areas for developing my own teaching philosophy as developed by Heather Day;

• Focus - Ako Tuakana/Teina
• Reflection - Learning from others
• Action - Creating relationships
• Rationale - intrinsic belief in reciprocating the flow of knowledge from one individual to another

'Tuakana/teina refers to the relationship between an older (tuakana) person and a younger (teina) person and is specific to teaching and learning in the Māori context. Within teaching and learning contexts, this can take a variety of forms:

• Peer to peer – teina teaches teina, tuakana teaches tuakana.
• Younger to older – the teina has some skills in an area that the tuakana does not and is able to teach the tuakana.
• Older to younger – the tuakana has the knowledge and content to pass on to the teina.
• Able to less able – the learner may not be as able in an area, and someone more skilled can teach what is required.' (Turuki,2013)

These thoughts will form the basis of my teaching philosophy assessment as I ponder in depth my beliefs and values around how, what and why I teach.

References;

Retrieved 27 May from; http://wikieducator.org/Matauranga_Maori

Retrieved June 6 from ; http://wikieducator.org/Learner_Centred_Learning/LCL_Teaching_Philosophy_Module
Heather Day, Educational Development Centre , Otago Polytechnic

Retrieved 6 June from; http://www.turuki.org.nz/tuakana_teina/index.htm