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Abstract

This write-up explores a healthcare educator’s perceptions, personal experiences on teaching and learning. Various short incidences supports the chosen philosophies by the educator. The illustration include philosophies of adult learning, various teaching perspectives while educating clinical students. Faculties can better understand their philosophies through thinking on what they believe about learning and teaching. One such means of thinking could be writing. Teachers receive benefit from managing time to craft teaching philosophy statements. Such declarations sometimes demonstrate the reason behind choosing teaching as a career opportunity, which would further help the teachers while developing course planning. The educators should have knowledge and understanding on different teaching and learning styles that would enable them to change teaching styles based on situation and type of students. Such reflective writing helps teachers in continuous professional development. Understanding students’ perspective enhances students’ involvement that empowers and encourages them in long-term learning. This write-up also provides an understanding on what type of learner an individual is from his/her philosophy of teaching. The philosophy of teaching originates from their self-experience as student.

An educator’s teaching style is directly associated with their beliefs of what is meant by learning and knowing. The logic for making teaching choices is becoming apparently more important while new faculties reflect on their thoughts and beliefs on teaching and learning (Biesta, 2014). These beliefs and thoughts stem from their self-experience as student, the image of teaching they apprehended and also experiences as an instructor. A through research on learning and teaching may serve the educators well as they improve their teaching expertise. This reflective write-up would illustrate individual philosophy of teaching and learning along with some learning events.

As a health educator my teaching and learning philosophy varies based on encountered situations. In case of classroom teaching, I believe that classroom is a community that necessitates a collaborative work from all the students in order to maintain pleasant atmosphere and effectiveness (Coşgun Ögeyik, 2016). Students’ thoughts, perception, level of understanding varies from one another, but as a teacher I believe that classroom community are equal learner and thinker, as well as all are treated accordingly, which eliminates a chance of biasness and provide opportunity to the students to come up with new ideas. By doing this, I also ensure that students’ feelings and thoughts are respected while teaching in the classroom. Individual students are unique and learn in various ways. So, they should be provided with choice of learning that would motivate them and make them feel empowered. As a teacher while I provide my nursing students various learning opportunities, I also expect better result from all of my students. I try to understand them academically and personally, which enables me to have a thorough knowledge on individual students. To reach to individual students I focus on multiple intelligences like visual, auditory, kinaesthetic, linguistic, and so on.

As a teacher, knowing characteristics of adult learning is highly significant. As described by Malcolm Knowles, there are six characteristics of adult learner: they are self-directed and autonomous, bring knowledge and life experience, goal oriented, require related information, and search for practical applications (Felicilda-Reynaldo & Utley, 2015). During my clinical placement as a first year student, I have learnt many important aspects from my educators. Once she has explained us about wound dressing in the class but I received vary less understanding from the discussion. On request, she allowed to be present in a practical session, where a 60yers old man was admitted in an ED due to a severe fall. A thorough observation of the steps and technicalities enabled me to understand the concept in a deeper way. This shows that my learning philosophy supports obtaining knowledge from practical applications.

I consider inculcating passion for long-term learning within my students. I instil the passion by being an ideal long-term learner for the students. Inside my classroom, I think aloud, interact with students while reading, and demonstrate analysis by frequent questioning. I understand that individual student can reach to their leaning potential along with high expectations, necessary opportunities and support. I support this effort by acknowledging individual students when they enter into the classroom so that they feel that they are part of the learning community. I prefer to state behavioural and learning expectations and maintain by upholding the standards. For example, if a student gets stuck with a project, I meet with the student, restate my expectations and provide further support, which he/she may require to complete the project. In this context, certain aspects I need to mention is that the students and teachers should be provided with reasonable feedback in a positive way. The student could be supported to cope with their financial problems while preparing materials

I also believe in teaching with dignity and provide student-centred and fun learning environment. I ensure that individual children understands their values by understanding and caring for their demands and needs. I also work heard to develop a classroom environment, which celebrates progresses and achievements. These further encourage students to continue their learning. Celebrations as task praise, positive calls, group recognition, and certificates are common modes of encouragement. Individual students celebrate for the skills they have developed (Trigwell, 2013).

My philosophy of learning and education includes several parts. Education is not merely an academic thing, it is social, emotional as well as physical. A teacher should be a guide or facilitator to learning and not just the knowledge-provider. I strongly believe that teaching develops life-long learners. It is said that a horse can be lead to water but none can make them drink. Likewise, learning takes place naturally and a teacher is responsible to present relevant material in a way from which the learner can learn. This necessitates the presence of the sense of responsibilities in both students as well as the teachers.

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