Teaching Philosophy

My beliefs about teaching, learning and assessment

When i get to class, i firstly want to create an environment and an atmosphere that encourages participation and learner engagement. I begin with the belief that every learner possesses unique capabilities that can be shared with others if given the appropriate support. I challenge my learners to be vocal and to freely express their opinions even when they are very distant from those of others. I encourage brainstorming sessions, group projects and group presentations. It is my hope that students leave my classroom knowing what it means to be a collaborator. I also expect to be challenged by my learners (McDougal 2006). I encourage my learners to ask questions and i make them aware that we are all life long learners, as a result of that, i do not always have all the answers. I aim to encourage wonderment in my classroom, I am aware that most learners are not very interested in science, however, i believe that we are all scientists as far as inquiry is concerned. We are all interested in understanding why the world behaves in the manner it does and how we can gain more out of our environment.

As a science teacher I believe in adjusting my method of teaching based on the content to be taught instead of trying to fit all content into the same pedagogical box. Some classes are better taught focused on a discussion of a certain physical or chemical principle. Others thrive when an image or a series of images is the focal point of the discussion. In each class, at the very least i try to engage the learners in various ways not limited to but including sounds, visuals and words. I hold strongly the notion that learners learn best when they are comfortable and that to be effective in teaching, the learning styles of the learners must be more than just considered but respected (Gardner 1983). During the science practicals, i allow my learners to move around and assume seating positions that they feel most comfortable in. I encourage mutual respect and strongly advocate for earning respect from my learners rather than demanding it.

Knowledge of assessment of science learning has been identified as an important component of PCK, not developed mutually exclusively from other components, but at the same time and in conjunction with other components (Baxter &Lederman, 1999). Quality assessment in science needs to acknowledge and meet the requirements of the specific students whose learning is being assessed. Therefore teachers must focus on their students’ needs. Teachers are required to develop the skills to be able to design assessment tasks which gather achievement evidence related to progress and mastery, bearing in mind their students’ aptitudes, prior learning and the context in which they are working.

My aim is not only to produce excellent results for the school i teach in terms of merit, but also to help in developing responsible adults who will be dignified citizens who care for their world and the needs of others. In order to do this, i not only instruct my learners on the subject matter but i also engage in discussions with them regarding current events in the world and the consequences they have on all the citizens. I want to produce learners who are conscious of social injustices and inequality and whom will in the future use their influence to correct those injustices and be emphatic towards other citizens.

I am aware that my philosophy, aims, goals and aspirations in the teaching profession will continue to change, however, as it stands, i try my utmost best to inspire growth in my learners. I en devour to give them tools which they can take into other disciplines not only limited to science and technology. Among these tools are a sense of curiosity, open-mindedness, critical thinking and importantly a thirst and desire to continue to learn for as long as they are able. I would like my learners to critique and begin to question different phenomena in life, moreover, i want them to design and develop new technologies and ways of doing things which will benefit all humanity and preserve our dying planet, openly sharing their discoveries and new knowledge with the global community.​

Sources

Baxter, J. A., & Lederman, N. G. (1999). Assessment and measurement of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp.147– 161). Dordrecht, the Netherlands: Kluwer

de Beer, J., du Plessis, E., Gravett, S. (2015) Becoming a teacher (2nd edn). Cape Town: Pearson Education

Gardner, H (1983) Frames of Mind. The theory of multiple intelligences. New York: Basic book