Teaching Philosophy - L.E.T.E.T.I.A

For as long as I remember, teaching has been my passion. I have fond memories of teaching my favourite stuffed animals the same schoolwork I learnt that day. My parents were always supportive of my efforts, providing me with chalk, and their kitchen door for a blackboard. In this way, I realised that my mission was to communicate information in a digestible manner. How else would my stuffed animals learn if I did not, first, understand it myself? This innocent and playful approach has underpinned my learning abilities, teaching style and experiences. 

"As I progressed from teaching in ‘Stuffed Toy Academy’ to assisting classmates at all school levels, consistency, self-awareness and emotional intelligence were always central to my approaches."

 As a learner, I recognised the benefit of various methods to increase my own motivation and enthusiasm. In addition, teachers who were easy to communicate with, impacted my learning abilities positively. These ideas translated seamlessly into my practice and improved my abilities to provide students with tremendous support.

"Thus, my teaching philosophy has been student-centred, recognising my role as a facilitator and mentor, while catering to the pace and needs of various groups of students. "

To me, learning is a transformative process that involves acquiring new knowledge, skills, and attitudes through active engagement and reflection. It is not merely the accumulation of information but the ability to apply and adapt this knowledge to various contexts. In a learning situation, students engage with the material, interact with their peers and instructors, and reflect on their understanding. This dynamic interaction fosters a deeper comprehension and the ability to think critically and solve problems effectively.

Teaching is the facilitation of learning. It involves creating an environment where students are encouraged to explore, question, and connect ideas. As a teacher, my role is to guide and support students through this process, helping them become independent and lifelong learners. I facilitate learning by using diverse instructional strategies such as lectures, discussions, group work, and hands-on activities. These methods cater to different learning styles and promote a comprehensive understanding of the subject matter. 

Although the integration of various learning styles was a technique I used informally at the start of my career, these theories have recently been debunked and I have been enlightened further on my approaches. Student-centred learning has always been of great importance to me since I value my role as a mentor and support to build confidence in quantitative courses involving Mathematics and Statistics. I have continuously provided problem and strategy-based learning to my students, so they can easily grasp patterns in learning, and apply knowledge to the best of their abilities to difficult concepts. My dedication to their success has always been a constant source of motivation for me as an avid life-long learner myself, learning new ways to enhance their learning abilities. 

"Over the years, I enhanced my techniques to create an atmosphere that promoted learning with a sense of comfort, using supplementary material I created myself." 

One of these involved the creation of a manual of Sample Questions and Solutions for the course Probability Theory I, which provided detailed explanations of examination-type questions, to reduce students' Statistics Anxiety when solving problems. This felt like a relief for me when incoming students would constantly ask year to year when the manual would be available for use. The most famous line would be: "Miss, I heard you have a Probability Solutions book. My friend used it last semester and she said it was very helpful. Do you still have it?" That feedback was invaluable for me and it increased my confidence to continue to find avenues to promote learning effectively. 

As I have progressed professionally, careful assessment of student abilities has been a great asset to my student-centred approach. 

"I have modified various learning theories, cultivating a more contemporary framework of Constructivism and Connectivism, in both online and face-to-face arenas to cater to the needs of diverse learners."

Along the trajectory of my career, I recognised how important it was to integrate software applications into the creation of online course modules in the learning management system, my E-Learning. This became increasingly important to show not only the theory but also the applications. I also instructed students on the use of statistical software such as SPSS and R, as well as mathematical applications in MS Excel. It is very important to me to build a story from Theory to Application, in all the courses I lecture, particularly applying concepts using technology to visualise the output and discuss how it is useful for everyday insights. 

"My students have appreciated these techniques novel approaches to enhance their understanding of the courses. Therefore, it is my desire to enrich the engagement and learning experience of students in a number of ways."

I have continued to successfully integrate the use of technology and social media tools including YouTube, Khan Academy Quizzes, Mentimeter polls, and various means of student engagement. While the syllabus content may not change drastically in quantitative courses related to Mathematics and Statistics, student motivation and focus, access to resources and individual competencies have varied each academic year. Therefore, as an educator, I have sought to overcome such challenges which students present in the classroom, by having regular check-ins about the pace of the content. 

"The students’ insights have allowed me to foster cohort-specific teaching methods as well."

In this way, I have been able to incorporate other tools such as videos or extra online resources with further examples to assist in difficult concepts and topics. This is key to propel the students with various competencies, particularly in the quantitative subjects related to the use of Mathematics and Statistics, where anxiety is more elevated.  I am a true proponent for integration of a well-rounded approach, in contrast to rote learning of content, which can sometimes feel more overwhelming to grasps concepts. 

 "It is my desire to enrich the learning experience of students in a number of ways." 

My assessments are designed to encourage students to work continuously with the course materials. I previously achieved active learning solely through bi-weekly assignments and tutorial problem sheets, allowing continuous feedback and guidance on problem solving techniques in tutorials and lectures. The Covid-19 pandemic has inspired me to improved these approaches to incorporate more interactive activities, both synchronously and asynchronously to keep students in a continuous learning cycle. 

"Virtual classrooms have allowed me to use discussion forums and collaborative activities such as Flipped Classrooms to put students in control of their own learning, with a guided approach. "

I am passionate about providing my students with an invaluable experience that connects theory to practice through guided projects and mini-conference presentations. I challenge students intellectually with real-world problems that require critical thinking and the application of theoretical knowledge. By incorporating projects, case studies, and interactive assignments, I encourage students to explore complex concepts and develop innovative solutions. I create a supportive and inclusive environment that respects and values diverse backgrounds, offering multiple resources and personalized guidance to ensure every student has the opportunity to succeed.

My teaching philosophy is operationalized through interactive and student-centered activities, including multimedia lectures, group projects, and real-world case studies. My enthusiasm, empathy, and commitment to student success drive my approach, considering diverse backgrounds and learning styles to ensure inclusivity and effectiveness. I implement various activities like guided projects, mini-conferences, and hands-on data analysis assignments to enhance understanding and provide practical experience. I maintain open communication through office hours, online forums, and informal check-ins, fostering a supportive environment that addresses concerns promptly, leading to improved student satisfaction and performance. 

"Applying the Universal Design for Learning (UDL) framework, I provide multiple means of representation, engagement, and expression through diverse instructional materials, interactive activities, and various assessment methods to cater to all learners. "

When students face frustration, I provide additional support through one-on-one consultations, feedback sessions, and supplemental materials. By addressing individual concerns and offering encouragement, I help students overcome challenges and build their confidence. I accommodate different abilities by designing my courses to include various types of assessments and activities that cater to different strengths. This approach ensures that all students can demonstrate their understanding and skills in ways that suit their abilities.

I expect my students to develop critical thinking, problem-solving, and data analysis skills. They should be able to apply statistical methodologies to real-world problems and communicate their findings effectively. The rationale behind these goals is to equip students with the practical skills and theoretical knowledge necessary to excel in their fields. By focusing on both the application and understanding of concepts, students can navigate the complexities of their disciplines with confidence. 

"As I continue to learn and grow as an educator, my goals have evolved to include a greater emphasis on technology integration, student engagement, and the development of lifelong learning skills."

My goals as a teacher include continuously improving my teaching practices, staying updated with the latest advancements in my field, and enhancing my students' learning experiences. I also seek to contribute to the academic community through research and collaboration. I accomplish these goals by participating in professional development workshops, engaging in collaborative research, and seeking feedback from students and peers. I also stay informed about new educational technologies and pedagogical strategies.

I have grown professionally by adapting my teaching methods to incorporate new technologies, increasing student engagement, and developing innovative instructional materials. 

As I have grown personally and professionally, my teaching and learning principles have also transformed into my personal pillars:

·       Learner-centred – I actively guide students with the course material to generate their own knowledge

·       Emotionally Intelligent – I practice self-awareness and empathy in my interactions with students and set the example

·       Transparent – I provide meaningful and impactful course material, mark schemes and assessment feedback to students in a timely manner

·       Equality-driven – I account for equity, diversity and inclusion for students with various learning styles, abilities and competencies

·       Training-focused – I continue to be a life-long learner in order to enhance my abilities as a facilitator, as well as the student experience

·       Interactive – I incorporate impactful classroom activities, collaborations, group discussions and regular check-ins with students and colleagues

·       Applications – I provide adaptable application-based perspectives on the theory connecting to real-world models, policies and beyond

I am always eager to use my personal pillars in my courses to map to the Attributes of the Ideal UWI Graduate for a more well-rounded student.  Continuous learning and reflection have been key to my growth. Current challenges include adapting to the rapid changes in educational technology and addressing the diverse needs of a growing student population. Balancing these demands while maintaining high standards of teaching can be complex. My long-term goals include developing more interdisciplinary courses, expanding my use of technology in teaching, and increasing my involvement in educational research. To reach these goals, I will continue to engage in professional development and collaborate with colleagues across disciplines.

All in all, I feel a great sense of joy in my practice, and interactions, with students and fellow colleagues. I also value student and peer feedback as it motivates me to improve my skills in the classroom. I embrace my strengths and challenges in the arena as it pushed me to grow, both personally and professionally.   My teaching philosophy revolves around creating an active, dynamic, and inclusive learning environment that empowers students to become proficient critical thinkers, statisticians, and data scientists. Through a student-centered approach, practical applications, and the integration of technology, I aim to inspire a love for statistics and equip students with the skills necessary for success in their academic and professional endeavors. I am committed to fostering an environment where students are inspired to learn, grow, and achieve their full potential.

"My role is to create a conducive learning environment, provide the necessary resources and support, and encourage students to take an active role in their education."

My conclusions about teaching and learning are based on my extensive experience, feedback from students and peers, and continuous professional development. I perceive teaching as a collaborative and evolving practice that requires dedication, empathy, and a commitment to student success. It is an opportunity to inspire and be inspired by the next generation of learners. In the teaching/learning process, I see myself playing the roles of mentor, facilitator, and guide. 

"I have become even more than an educator, but more so a life mentor. This continues to be my most meaningful and greatest life work."