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Following a vast experience in pharmaceutical manufacturing, pharmaceutical research, clinical pharmacy and public health, I ventured into academia. I have been in academia for 10 years as an associate lecturer at the School of Pharmacy, University of the Western Cape, Cape Town and recently as a full time lecturer at the same university. My experience in the field of pharmaceutical sciences initially shaped my teaching philosophy and my practical experience heavily influenced my teaching and learning practices. I believe that the outcome of a teaching and learning strategy is to ensure that the learner understand ('see' the picture of what is being taught) what is being taught by the teacher. What does the word “understand” mean? According to the dictionary, to understand is to perceive the intended meaning of (words, speaker or a language). Does it connote experience? The answer to the latter is, No. I will define understanding as the ability to see what is being said or communicated. “I will stand upon my watch to see what He will say to me.” Habakkuk 2:1. It is commonly said, “seeing is believing”. What you see you believe, what you believe you become over time (effective learning should leads to transformation). In my department, our goal is to make our student become honourable pharmacists that can practice in all the disciplines of pharmacy. Therefore the ability to make them see (effective perception) what is being taught so that they can believe it and eventually become it is vital to the achievement of the transformation of students to pharmacists.
Following a vast experience in pharmaceutical manufacturing, pharmaceutical research, clinical pharmacy and public health, I ventured into academia. I have been in academia for 10 years as an associate lecturer at the School of Pharmacy, University of the Western Cape, Cape Town and recently as a full time lecturer at the same university. My experience in the field of pharmaceutical sciences initially shaped my teaching philosophy and my practical experience heavily influenced my teaching and learning practices. I believe that the outcome of a teaching and learning strategy is to ensure that the learner understand ('see' the picture of what is being taught) what is being taught by the teacher. What does the word “understand” mean? According to the dictionary, to understand is to perceive the intended meaning of (words, speaker or a language). Does it connote experience? The answer to the latter is, No. I will define understanding as the ability to see what is being said or communicated. “I will stand upon my watch to see what He will say to me.” Habakkuk 2:1. It is commonly said, “seeing is believing”. What you see you believe, what you believe you become over time (effective learning should leads to transformation). In my department, our goal is to make our student become honourable pharmacists that can practice in all the disciplines of pharmacy. Therefore the ability to make them see (effective perception) what is being taught so that they can believe it and eventually become it is vital to the achievement of the transformation of students to pharmacists.
Therefore my teaching style has been Visual (spatial) teaching and learning style hinged on 'student-centredness'. To achieve the visual (spatial) teaching and learning style, I set out to use words to create pictures that will lead to transformation. I find ways to say or illustrate something so that the person listening to me can see what I am saying. The ability to use what the listener can relate to as the basis to explain complex principle is my utmost desire. My lecture notes have a lot of pictures, illustrations, flash animations and movies, which I use to explain the principle being taught, and I encourage to the student to write down what they understand in their own words. “A single picture speaks a thousand word”. I prefer using pictures, images, and spatial understanding (Visual (spatial) teaching and learning style) because it will ensure enhancement of long-term memories, improved comprehension, better critical and creative thinking, and increased students attention, motivation, and curiosity (Figure 1).
Therefore my teaching style has been Visual (spatial) teaching and learning style hinged on 'student-centredness'. To achieve the visual (spatial) teaching and learning style, I set out to use words to create pictures that will lead to transformation. I find ways to say or illustrate something so that the person listening to me can see what I am saying. The ability to use what the listener can relate to as the basis to explain complex principle is my utmost desire. My lecture notes have a lot of pictures, illustrations, flash animations and movies, which I use to explain the principle being taught, and I encourage to the student to write down what they understand in their own words. “A single picture speaks a thousand word”. I prefer using pictures, images, and spatial understanding (Visual (spatial) teaching and learning style) because it will ensure enhancement of long-term memories, improved comprehension, better critical and creative thinking, and increased students attention, motivation, and curiosity (Figure 1).
Figure 1. Visual teaching and learning creates stronger connections between different brain regions. A triangle connection between frontal, temporal and occipital lobes, which is associated with functions such as attention, long-term memory, creative and critical thinking is formed during visual teaching and learning.
In a study conducted by Xiao Zhang and Dan Lin (Xiao Z. and Dan L., 2015) where they explored the role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and non-symbolic arithmetic, it was observed that visual-orthographic skills contributed to both written and non-symbolic arithmetic. Nonetheless, I have learnt to appreciate other teaching styles and particularly pay attention to the student divergent learning styles. Hence a feedback mechanism is paramount to gauge the effectiveness of my teaching. In with this, I usually conclude every slide with a quiz. I give the class five minutes to discuss the response to the question and get a sample response from the class. This allows me to clear any confusion, clarify dark spots and most importantly refine my teaching techniques for that class.
In a study conducted by Xiao Zhang and Dan Lin (Xiao Z. and Dan L., 2015) where they explored the role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and non-symbolic arithmetic, it was observed that visual-orthographic skills contributed to both written and non-symbolic arithmetic. Nonetheless, I have learnt to appreciate other teaching styles and particularly pay attention to the student divergent learning styles. Hence a feedback mechanism is paramount to gauge the effectiveness of my teaching. In with this, I usually conclude every slide with a quiz. I give the class five minutes to discuss the response to the question and get a sample response from the class. This allows me to clear any confusion, clarify dark spots and most importantly refine my teaching techniques for that class.
I have also come to imbibe the notion of student-centredness in my teaching and learning style. Student-centredness ensures that the students are actively and emotionally involved in their learning. Student-centred teaching is about understanding the perspective of the students and allowing students to share the responsibility of their own learning. Once I can get the students to responsibility for their own learning, it makes it easier for them to identify their strengths and weaknesses. Once these have been identified they can work on a learning strategy that focuses on the areas that they need most help with, increasing the speed of their learning, and building the skills they need for the module being taught. This approach has ensured that I am respectful, empathetic and holistic in my teaching process.
I have also come to imbibe the notion of student-centredness in my teaching and learning style. Student-centredness ensures that the students are actively and emotionally involved in their learning. Student-centred teaching is about understanding the perspective of the students and allowing students to share the responsibility of their own learning. Once I can get the students to responsibility for their own learning, it makes it easier for them to identify their strengths and weaknesses. Once these have been identified they can work on a learning strategy that focuses on the areas that they need most help with, increasing the speed of their learning, and building the skills they need for the module being taught. This approach has ensured that I am respectful, empathetic and holistic in my teaching process.
In recent times, based on students' feedback, I had to add the concept of teacher-student relationship to my teaching and learning philosophy. There are evidences that showed that strong teacher-student relationships and mentoring can increase students’ level of motivation and therefore promote learning (Gutierrez, A.S. and Buckley, K.H., 2019). The previously disadvantaged background of the University of the Western Cape (UWC) suggest that most of the students will be from disadvantaged background. Students from such a background tend to have inferiority complex and low-self esteem. It has been shown that student with insecurity issues and inferiority complex might have poor academic achievements (Kalaivani, G., 2017, Venkataraman, S. and Manivannan, S., 2018). Therefore, students who have access to strong teacher-student relationships might develop confidence for more academic engagement, have stronger social skills, and ultimately create a comfortable environment for them to learn. I therefore strive to develop personal relationships with students by giving attention to their well-being and personal development as far as possible. I have been lucky enough to walk this path with a number of students. Overall, I have realized after reflecting on my personal journey is that my experience with visual (spatial), student-centred and student mentorship teaching and learning approaches over the years has transformed the way in which I believe learning happens and what my role as an educator is. I hope that my teaching philosophy and this portfolio will give a picture of where I have come from and where I am at with my teaching career. I have to acknowledge though that I have had wonderful opportunities in working in UWC and I was even more privileged to have had wonderful teachers and mentors that taught me so much.
In recent times, based on students' feedback, I had to add the concept of teacher-student relationship to my teaching and learning philosophy. There are evidences that showed that strong teacher-student relationships and mentoring can increase students’ level of motivation and therefore promote learning (Gutierrez, A.S. and Buckley, K.H., 2019). The previously disadvantaged background of the University of the Western Cape (UWC) suggest that most of the students will be from disadvantaged background. Students from such a background tend to have inferiority complex and low-self esteem. It has been shown that student with insecurity issues and inferiority complex might have poor academic achievements (Kalaivani, G., 2017, Venkataraman, S. and Manivannan, S., 2018). Therefore, students who have access to strong teacher-student relationships might develop confidence for more academic engagement, have stronger social skills, and ultimately create a comfortable environment for them to learn. I therefore strive to develop personal relationships with students by giving attention to their well-being and personal development as far as possible. I have been lucky enough to walk this path with a number of students. Overall, I have realized after reflecting on my personal journey is that my experience with visual (spatial), student-centred and student mentorship teaching and learning approaches over the years has transformed the way in which I believe learning happens and what my role as an educator is. I hope that my teaching philosophy and this portfolio will give a picture of where I have come from and where I am at with my teaching career. I have to acknowledge though that I have had wonderful opportunities in working in UWC and I was even more privileged to have had wonderful teachers and mentors that taught me so much.
Gutierrez, A.S. and Buckley, K.H., 2019. Stories from the Field: Building Strong Teacher-Student Relationships in the Classroom. Transforming Education.
Gutierrez, A.S. and Buckley, K.H., 2019. Stories from the Field: Building Strong Teacher-Student Relationships in the Classroom. Transforming Education.
Kalaivani, G., 2017. A study on inferiority complex of high school students in relation to their academic achievement in Vellore district. International Educational Scientific Research Journal, 3(5), pp.94-96.
Venkataraman, S. and Manivannan, S., 2018. Inferiority Complex of High school students in relation to their Academic Achievement. International Journal of Communication and Media Studies, 8(5), pp.55-62.
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