Beliefs about Teaching and Learning

Every faculty and every teacher has a set of beliefs about education system and learning that influence the educating learning process in the faculty environment. The belief system of the faculty and individual teachers may additionally include beliefs about the purpose of educating and learning, teachers’ role, students’ role and methods used in educating and learning. My teaching philosophy has several beliefs about educating and learning which come from my personal experiences as a instructor and knowledge gained from analyzing the concepts and theories on teaching and learning. My beliefs about instructing and learning have been largely influenced by Jeanne Cameron (2012) and Hall, Quinn and Gollnick (2013). I believe that learning and teaching is successful if the students’ needs and experiences are represented, and the teachers focus on the practical aspects of learning to motivate learners.

I believe the purposes of today’s schools include: changing students’ attitudes, imparting learners with knowledge and skills necessary for solving problems in real life situations, and inculcating moral values necessary for positive social relationships in society. Learning cannot be successful if the conventional and traditional attitudes and values of learners do not change after the teaching learning process. Today’s schools should change the attitudes of learners positively so that they can be motivated to learn and improve their understanding and knowledge about important issues in life. Furthermore, I believe that schools should be able to provide learners with important skills to solve problems in society. For example, I was encouraged to teach students essential football skills after one of my students learned how to play football five years ago and took it as a profession. I believe that if students get important skills in their areas of interest, they will solve the problems that would otherwise hinder them from achieving their dreams.

I believe that teachers can best help students learn by identifying their needs and experiences, and tailoring their teaching practices towards those needs and experiences. According to Cameron (2012), teachers should embrace and focus on the needs and experiences of learners, and support them to achieve their dreams. In this case, I believe that learners can achieve their goals if teachers give them an opportunity to express their ideas and experiences effectively. Therefore, teachers can improve learning by using democratic approaches that allow for collaboration between the teacher and the students. By doing so, the learners can express their needs and experiences and teachers can effectively support them to overcome the challenges they face.

I believe teachers can address student differences by focusing on individual needs, desires, values and interests of individual learners in teaching. For example, students from poor socioeconomic backgrounds may be supported by being provided with learning materials which cannot be provided by their parents or guardians. Furthermore, students with special needs should be taught in different environments with individualized learning materials such as reading software. Hall, Quinn and Gollnick (2013) argue that teachers should ensure that all students are learning regardless of their individual differences. Therefore, teachers should support students to overcome the individual challenges they face in the learning process.

I believe the very best teaching practices include: using visual aids, class discussions, practical illustrations, and lecture notes. Discussions, collaborations, and use of practical approaches help teachers to interact with the class; hence promoting effective learning process. The students should be actively involved in the learning process rather than listening passively to the teacher (OECD, 2013). I believe that learners should observe illustrations from their teachers or other learners and discuss key concepts and ideas based on what they see. For example, in science class I taught in the past, I requested one of the students to go in front of the class and draw diagrams. Other students would then observe and later give their input by proving compliments, suggestions or asking questions.

I also believe that teachers can create safe and effective learning communities by putting all learning situations in the context of larger communities and the environment. Every community including the international community has rules and regulations as well as norms and traditions that guide their activities and social relations. Teachers can make the learning environment to be safe and conducive for learning by adopting the social norms and rules of the community in the school environment (Schultz, 2008). In my experience as a student, I have seen a teacher giving students stern instructions to protect the environment while on field trips to avoid creating conflicts with others and the environment.

In conclusion, my beliefs in teaching and learning are based on the desire to provide beneficial education to the community. If students successfully learn and acquire important knowledge and skills through teaching and learning, they will be able to solve problems that will affect them individually and the communities at large. Therefore, teaching and learning should adopt individualized and practical teaching strategies to enable students address their challenges and those of their communities effectively.

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References List

Cameron, J. (2012). Canaries reflect on the mine: Dropouts' stories of schooling. Charlotte, NC: Information Age Pub.

Hall, G.E., Quinn, L.F., & Gollnick, D.M. (2014). Introduction to teaching: Making a difference in student learning. Los Angeles: SAGE Publications, Inc.

Organisation for Economic Co-operation and Development. (2013). Fostering Learning Communities among Teachers. Paris: OECD Publishing.

Schultz, B.D. (2008). Spectacular Things Happen Along the Way. New York: Teachers College Press.