Philosophy Of Teaching For Portfolio

C. Renee Hirschenhofer, SHRM-SCP Philosophy of Teaching I have a progressive educational philosophy centered around the processes of understanding, personal growth, and solving everyday problems. I take a learner-centered (Davis & Arend, 2013) approach in that it is the teacher’s responsibility to provide information and proper conditions for learning and the learner’s responsibility to participate, focus and learn. Essential elements of PROGRESSIVE adult education philosophy include learnercenteredness, a commitment to teaching responsible citizenship, emphasizing real-life experience in the learning process, creating communities of learning, and encouraging active inquiry and interactive learning (Zinn, 2007). Purpose of Education I believe the goals and objectives of adult education include providing learners with knowledge and practical skills to help them find connections and meaning in their lives that will serve as a guide for continued personal and professional growth. This is in-line with the beliefs of Paul Bergevin (as cited in Apps, 1973), whose list of the specific purposes of adult education also include the learner’s achievement of “a degree of happiness,” to understand “his talents and limitations,” and the “need for life-long learning,” as well as to help the adult mature “spiritually, culturally, physically, politically, and vocationally.” Nature of Learner Adult learners are diverse. They have individual motivations, desires and needs, which I respect and take into account when determining learning strategies. I strive to meet learners where they are in order to understand their interests, needs and prior experiences. I believe before learners can learn, however, they must be ready to focus and have some degree of selfmotivation. According to Maslow’s Hierarchy of Needs theory (as cited in McLeod, 2018), people are motivated to achieve certain needs that influence their behavior. These needs are commonly listed on a pyramid with basic needs such as food, water, shelter and then safety on the bottom. The theory states once those needs are met, and not before, people can focus on higher-level psychological needs of friendship, love and feelings of accomplishment. After all of these needs are met, then as noted at the top of the pyramid, they can achieve their full potential. [Maslow explains] Every person is capable and has the desire to move up the hierarchy toward a level of self-actualization. Unfortunately, progress is often disrupted by a failure to meet lower level needs. Life experiences, including divorce and loss of a job, may cause an individual to fluctuate between levels of the hierarchy. Therefore, not everyone

will move through the hierarchy in a uni-directional manner but may move back and forth between the different types of needs (McLeod, 2018). Since adult learners come from various experiences and life situations, their background can serve as a rich foundation to build upon or a deterrent to their ability to focus on learning. Role of Teacher First, I am genuinely interested in learners and human behavior. I want to help and inspire them to do their best. Therefore, in this learner-centered approach, I work to create an intellectually challenging, yet safe, environment where past experiences can be shared and respected. This allows me to gauge learners’ needs and choose activities and motivational conditions to best meet those needs. Secondly, I work to provide clear and organized course material backed by my subject knowledge. I work to communicate this knowledge in innovative ways so that it becomes relevant to learners. When you strive and work to become a good teacher and to create a good class, the four core qualities are essential: knowledge, the skills to convey that knowledge, the ability to make the material you are teaching interesting and relevant, and a deep-seated respect for the student. Without these four qualities, good teaching will not exist (Brain, 1998). Learning Process My progressive educational philosophy is linked to the researcher, John Dewey. “It seeks to inquire and to then do what works best; that is, it seeks to be pragmatic” (Zinn, 2007). As a result, I do not believe in a one-size fits all teaching strategy. I attempt to use the best learning strategy for each topic. Methods I use most often include presentations, lecture, role play and scenarios. Professional Growth Plan As an adult educator, I will strive to apply what I learn from the book, Facilitating Seven Ways of Learning (Davis & Arend, 2013), so I can base my teaching strategies and methods to meet the needs of specific learning outcomes. I will work to improve my public speaking skills in order to stimulate and pace learner interaction and independent thought. Finally, so I may continue to improve my overall facilitating skills, I will create and track various feedback channels, such as in-class questions and comments, learner surveys and assessments.

References Apps, J.W. (1973). Toward a working philosophy of adult education. Syracuse Univ., NY: Publications Program in Continuing Education. Retrieved from ERIC Clearinghouse on Adult Education: https://files.eric.ed.gov/fulltext/ED078229.pdf Brain, M. (1998). Emphasis on teaching. Raleigh, NC: BYG Publishing, Inc. Retrieved from http://www.bygpub.com/eot/eot1.htm Davis, J.R. & Arend, B.D. (2013). Facilitating seven ways of learning: A resource for more purposeful, effective, and enjoyable college teaching. Sterling, VA: Stylus Publishing. McLeod, S.A. (2018). Maslow’s hierarchy of needs. Retrieved from www.simplypsychology.org/maslow.html Zinn, L.M. (Rev. 2007). Philosophy of adult education inventory©. Boulder, CO: Lifelong Learning Options.