Teaching is both a great honour and an enormous responsibility, and in reflecting on my personal beliefs with regards to teaching, I have come to summarise my teaching philosophy using several key ideas. Firstly, it is important to realise that the process of education is a marathon – not a sprint – and therefore it will require time and patience from both student and educator; furthermore, structure is a significant component of learning, and it is therefore important for students to know how a course is set out, what is expected of them, and what they can expect in turn from both their educator and the syllabus. In addition, I believe that the best way to keep students motivated is to focus on their strengths, and to reward small successes; in order to make complex concepts and tasks more manageable, I often try to scaffold lessons such that students can feel a sense of accomplishment throughout the completion of a task, and not just at the end.

I strongly believe in the importance of encouraging students to think critically and form their own opinions about subjects, as opposed to simply accruing knowledge. Therefore, I regularly make it known that they are free to differ from me with regards to their views, as long as such viewpoints are derived from a process of critical evaluation and objective analysis: in other words, students should be taught that their opinions matter. It should also be known that critical thinking is not only a valuable – and necessary – life skill, but it also helps students to internalise what they have been taught. In this regard, I also encourage the application of new knowledge to current and relevant situations and case studies that are more relatable to students’ everyday lives.

Since learners come from diverse backgrounds, creating a safe and objective space within which they can share with others is critical to the learning process: thus, it is important for both students and educators to be aware of social, historical, emotional, cultural, and economic variables that exist within a student body. In addition, such a safe space should meet the requirements of learners with regards to their needs when it comes to discussing and exploring unfamiliar backgrounds; they should be made aware that diversity is something to be valued, and not avoided. In addition, diversity with regards to other disciplines and fields of study can also provide useful educational material for students: firstly, every discipline requires a different way of thinking, and in recognising that, students can appreciate the skills of their peers – and eventually, their colleagues. In addition, it is my opinion that all disciplines are interrelated, and therefore collaboration between seemingly unrelated fields of study is not only possible, but also necessary. Thus, an awareness of both other backgrounds, as well as other disciplines, should be cultivated in a classroom.

I first started educating students in 2017, during which time I spent two years working for the University of the Free State’s Centre for Teaching and Learning in two different capacities. Firstly, I was employed as an Academic Literacy Facilitator on a module known as ‘English Academic Literacy in the Faculty of Humanities’ (EALH); and secondly, I worked as a consultant at the University’s Writing Centre, known as the ‘Write Site’. In addition, I am also currently completing a course which focuses on the Teaching of English as a Foreign Language (TEFL) at the TEFL Academy. Below is a summary of each of these programs.

EALH: ACADEMIC LITERACY FACILITATOR

The above comprises a compulsory module for first years, which aims to develop their literacy skills in an attempt to make their time as students more productive, successful, and gratifying. The program operates on the premise that there are no ‘lecturers’: instead, employees are known as ‘facilitators’, in keeping with the notion that their purpose is to aid students in the learning process, as opposed to simply transferring knowledge to them. In addition, since the module is compulsory, the aim is to give students enough class time to complete all activities, thus negating the need for them to complete any homework outside of the lectures. This motivates students to attend classes, reduces the stress they experience, and also allows them more time to spend on other courses. However, the course does require that two assessments be written at the end of each semester, and all academic writing is submitted for the purposes of marking by the facilitator.

The module has two main focuses, mainly general academic skills with regards to reading, speaking, and listening, and academic writing. The former makes use of subject-specific readings and activities to introduce students to these skills, as well as help them apply them to the rest of their studies. The latter addresses academic writing as a genre, and 50% of the course is devoted to this task; topics addressed in this course range from structuring essays and assignments, sourcing and creating relevant and interesting content, and making use of correct grammar, spelling, and punctuation. An example of a paragraph written by one of the students on this course, as well as the methods used for marking said paragraph, can be seen as Appendix A in the complete Teaching Portfolio; it should be noted that in marking, the facilitator makes use of ‘editing symbols’: thus, students’ errors are pointed out to them, but it is up to them to correct such errors however they see fit.

CONSULTANT AT THE WRITE SITE

The University of the Free State provides all students with the opportunity to visit a writing centre at no additional cost. The purpose of this is to give students an opportunity to have their written assignments evaluated before they are submitted; in addition, students who struggle to complete assignments can receive assistance from trained academic writers on a one-on-one basis. Students are expected to make an appointment beforehand, as well as provide information with regards to the course the assignment in question is for. The Write Site collaborates with the various faculties in order to obtain assignment and essay instructions prior to them being given to students; thus, when a student makes an appointment, the consultant is expected to prepare the material given to them for that specific assignment prior to the consultation, thus allowing them the opportunity to spend the most possible time with the student’s work, rather than trying to understand their assignment instructions. Depending on the booking made by an individual student, consultation can last up to two hours; students working on group assignments are also allowed to attend the centre, should they require assistance. Students do not receive any extra credits for attending sessions at the Write Site, nor are they required to submit any of their work for further evaluation.

QUALIFI LEVEL 5 TEFL COURSE

‘Teaching English as a Foreign Language’ is becoming an increasingly popular career choice for many young adults; the course is online, and aims to educate its students with regards to the various aspects involved in teaching English as either a second language, or a foreign language. Topics addressed by the course include lesson planning, vocabulary, pronunciation, grammar, teaching receptive skills, teaching productive skills, and the effective use of teaching aids, teaching materials, and resources. The course is divided into ten units, and completion of the course requires the submission of three assignments, each focusing on a different part of the course. An example of a portion of Assignment A can be seen as Appendix B in the complete Teaching Portfolio: this assignment required the student to plan a reading lesson for a class of 24 B2 (upper-intermediate) students, using a pre-determined reading text; the assignment also requires the student to pay special attention to the eliciting, teaching, and concept-checking of new vocabulary items, and enforces the notion that all new concepts should be scaffolded, and teacher language should be graded at all times to ensure their students understand what they are being taught. An example of such a vocabulary lesson has been attached as Appendix C in the complete Teaching Portfolio.

AESTHETICS AND ENGINEERING: TEMPORARY LECTURER

Early in 2024, I was appointed as a temporary lecturer at the University of Johannesburg for the module ‘Aesthetic and Engineering’. This role required me to design a module, as well as to create study materials for the students. Some of these include PowerPoint presentation slides, lecture notes and summaries, a Study Guide, and an online Moodle* page for the course. Additionally, I also had to teach the course, create and mark assessments, and manage a team of tutors. This experience taught me to think laterally, especially insofar as making an abstract topic such as aesthetics relevant to the field of engineering. Additionally, it made me realise the importance of teaching for a specific context: while it is important to include Western theories and ideas, the propensity for universities to base courses purely on Western theory is outdated and inappropriate for the South African context. Thus, in my module, I included aesthetic perspectives from the East, India, and Africa in my module, in order to ensure it is more balanced, and relatable to a larger portion of the audience. The research conducted for this module also inspired a book proposal, which is currently being reviewed. An example of the Study Guide created for this module has been attached as Appendix D in the complete Teaching Portfolio.

*Moodle is the learning management system used by the University of Johannesburg.

BUSINESS ETHICS AND CITIZENSHIP: TEMPORARY LECTURER

In my capacity as temporary lecturer of the module ‘Business Ethics and Citizenship’, my approach in designing the course was to creating a module that gave an overview of ethics, not just from the perspective of the West (as is commonly done), but also from other parts of the world, specifically India, the East, and Africa. In the case of the last, extensive attention was paid to African ethics, including afro-communitarianism, Ubuntu, and akan. As lecturer of the course, it was my responsibility to design the module, create study materials—such as PowerPoint slides, lecture summaries and notes, a Study Guide, and an online Moodle page—design and mark assessments, and manage a team of tutors. It was also necessary to teach the students the value of morality, rather than simply imparting to them their profession’s code of ethics. The key to equipping business professionals with an ethical sense is not to teach them rules, but rather instilling in them a sense of morality through the teachings of the great moral philosophers. An example of lecture notes for the module has been attached as Appendix E in the complete Teaching Portfolio.

In teaching people how to educate, there are several accepted theories which are generally used by most educators; however, such theories are interpreted in unique ways by every individual educator. In teaching, I have compiled the following principles:

• Teaching requires more than merely the transference of knowledge from educator and students; instead, I try to apply a blend of lecturing, facilitation, and discussion in lectures.

• Students are encouraged to contribute to class discussions and learning activities; furthermore, various class interactions – including class-to-teacher, teacher-to-class, groupwork, peer-to-peer, and individual work are necessary to enhance the learning experience.

• In questioning students, I prefer to create a space in which critical dialogue can occur; should the subject matter be such a predetermined answer is required, it is important to elicit answers from students, in order to encourage individual thinking.

• In evaluating students’ understanding of a certain concept, it is important to ‘concept-check, rather than simply asking them if they understand.

• As far as possible, I try to make use of multi-media within the classroom, including videos, pictures, audio, slides, and graphics in order to both keep students engaged, and keep lessons interesting; in addition, I prefer such multi-media makes use of popular references that students are familiar with and can relate to – and in using such media, students are given the opportunity to make suggestions based on their own references.

• When exploring controversial issues, I often use case studies to generate debate and encourage critical thinking from students; in addition, this also azllows them to apply what they have learned to real-life situations, rather than seeing the learning process as the mere accruing of knowledge.

• The diversity of students’ backgrounds can be used to introduce new perspectives into a classroom; however, such situations should be handled with great sensitivity.

• In teaching critical thinking, it is important that students realise the complexity of many real-life issues, as well as the danger of universal and absolutist statements.

• When needed, use of language and information relayed to students should be graded such that they understand what they are being taught; in addition, I enjoy sourcing relevant authentic texts for students in addition to their prescribed coursework, should the situation allow for it.

In planning lessons, I have a certain method of compiling and relaying information; below are some of the principles I deem to be important:

• The structure of a lesson should be well thought out and organised in such a manner that it flows logically and easily from one part to the next; students should know what to expect from a lesson, in order to reduce confusion and possibly demotivation.

• In keeping with the above, I prefer using similar lesson structures and patterns throughout a course as far as possible; I also make a point of starting each lesson with a breakdown of what will follow.

• The introduction to a lesson should be both interesting and relevant, and should encourage debate and critical thinking, as well as possible class discussions.

• When planning the body of a lesson, I often aim to include different types of interactions, as well as scaffolded activities in cases where complex and multi-faceted concepts are addressed; I also try to use various types of media.

• I will often conclude short class tests at the end of every lesson: these tests are based on the content of the lesson, and aims to encourage students to take notes throughout the lesson; furthermore, these tests are marked by fellow students – thus increasing the level of student interaction – and will also often be used instead of a traditional class register.

• Every lesson ends with a conclusion that aims to summarise the content of the lecture, as well as reinforce any information that has been transferred.

• Since the evaluation of an educator is a necessary component of every teaching career, students are encouraged to write anonymous comments at the end of every lesson: such comments could include notes on teaching style, or any difficulty they might be having with the content of a given lesson; this not only gives me as a teacher the opportunity to improve myself, but it also allows me the chance to gain valuable information with regards to any concepts or information students are still struggling with.

Students often need help or advice, and it is important for an educator to be sensitive to that need; however, since I still am a student myself, I do need time to work on my own research, and therefore students are expected to either make an appointment should they wish to see me in person. Alternatively, they are free to communicate with me via email, and I am in the habit of responding to such emails both at the beginning and the end of every weekday.