Posted at 12.12.2018
Alhamdulillah, my teaching experience began when I was still students in secondary university. The recess and breaks were the occasions for me personally to entail myself in the teaching process. This prolonged at home whereby I used to get phone calls from my friends to describe about a particular subject from themes like mathematics, physics and chemistry. After graduating from college, I functioned for six months as educator in an exclusive secondary school in my own locality before participating myself into tertiary studies. Hence, I possibly could say that working as a professor after my graduation from college or university is something I'd consider as normal.
Actually, I am in my fifth year as an educator and Alhamdulillah, I had formed the knowledge of employed in three different institutions with students, both children, from different socio-cultural backgrounds. In the next chapters, I would like to share my teaching philosophy. But first, the value of growing one's teaching school of thought will be mentioned.
A teaching philosophy statement is "a organized and critical rationale that targets the important components determining effective coaching and learning in a particular self-control and/or institutional context" (Schonwetter et all, 2002, p. 84). According to Campos (2010, p. 2), it states "our learning encounters, goals, beliefs, degree of professionalism and reliability and self-development among a great many other elements". As for Natasha Kenny (2008, p. 8), an educational programmer at the College or university of Guelph, a educating philosophy assertion "clearly and logically communicates what your important values and values are about teaching and learning, why you hold these prices and beliefs, and exactly how you convert these worth and beliefs into your everyday teaching and learning encounters. "
Regarding the importance of developing a teaching viewpoint, Coppola (2002, p. 450) areas that "the coaching statement gives you a starting place for evaluating your teaching procedures, allows you to share your ideas with others, and allows you to monitor the progress of your own development as a teacher".
Brookfield (1990) identified four different purposes in creating a teaching philosophy. These purposes are:
Personal purpose; it is good that your teaching philosophy displays why you are doing what you are really doing.
Political purpose; your teaching viewpoint needs to show that your position is grounded in a well-developed and carefully idea of practice. This helps you to gain respect, which is important to develop yourself in the political area.
Professional goal; your teaching philosophy needs to show your professional goals to build up an identity that will help you to enhance the development of professional advantages among other educators.
Pedagogical purpose; teaching is approximately growing and finding new ways to build up your lessons based on the learners' needs, which means that your teaching idea should show what result you are experiencing on students and on the learning?
"Teaching should be in a way that what's offered is regarded as a valuable gift idea rather than a hard work" - Albert Einstein
Alhamdulillah, since I started out teaching, I had developed the occasion to instruct different things, besides Mathematics, like English Literature, Computer Studies and Integrated Knowledge to students with a wide range of needs, knowledge, and social backgrounds. Aside from working as educator in schools, I also make an effort to help my friends among others outside school. Furthermore, I used to provide a particular course on "Tajweed" to my brothers of the Islamic beliefs in the mosque. I once got the opportunity to teach a pal who was commencing his undergraduate degree in Mathematics and he was more than me. Several important general principles i make an effort to use in my own teaching practice can be produced as follows:
No matter how experienced a educator is, every new category and every new learner pose an issue. For quality in teaching, there's always room for improvement.
A teacher has to appeal to different learning styles, to give a variety of instructional encounters, also to keep an open up brain to new coaching techniques to give every learner the chance to participate fully and positively in the training process.
Being a successful teacher depends upon developing a learning environment with the open up exploration of ideas, a romantic relationship in which students feel reputed as well as challenged. Students should be prompted to stretch out themselves a bit beyond their comfortableness and be given an opportunity to leave every course feeling they have overcome a fresh challenge successfully.
Teaching should be an intrinsic component of the creation of new knowledge, a short step toward continuing education, and to begin with, self-education.
Though student satisfaction is important for better learning, teaching - especially in mathematics - should not become a popularity competition, or a show. A teacher is responsible to the modern culture in general, and should avoid the pressure of minimizing academic requirements in education.
"We could use up two Eternities in learning all those things is to be learned about our own world and the a large number of nations which may have arisen and flourished and vanished from it. Mathematics by themselves would take up me eight million years" - Draw Twain
"Mathematics is like draughts [checkers] in being suitable for the young, not too difficult, amusing, and without peril to the state of hawaii" - Plato
Being a mathematics teacher and a lover of the topic, there are a few top features of mathematics that makes it a very special discipline. To name a few:
Mathematics is an excellent intellectual game where all the players get.
Mathematics is also a model you can use for developing 3rd party and critical thinking.
Mathematics is seen as a language that allows us to speak ideas accurately between ourselves.
Lastly, mathematics is a tool used in natural sciences and, thus, a required self-control for most students.
The above claims alone stimulate me to talk about my numerical knowledge, amongst others, to my students. However, my goals for teaching mathematics are many. Firstly, talk to my students that mathematics is a great and enhance their self-confidence about mathematics as well as minimizing their stress and anxiety about mathematics. Other goals are:
Detect and load spaces in students' previous math knowledge
Develop a mathematical sense about amounts, geometry, and symbols
Develop a variety of problem-solving strategies and basic computational skills
Enable and empower students
Enable students to make judgments predicated on quantitative information, to confirm basic results, to learn mathematics effectively and also to understand their own thought processes
Encourage a broader interest in mathematics
Ensure that students really understand concepts
Establish constructive learner attitudes about mathematics
Facilitate acquisition of life-long learning skills
Foster a want to ask mathematics questions, critical thinking, learner breakthrough of mathematics and foster understanding of the proofs of key theorems
Teach the beauty of mathematics
Help students learn the key theorems and their applications
Improve students' knowledge of technology
Improve students' writing abilities
Increase the amount of mathematics majors as well as the students' mathematical knowledge
Model expert problem-solving
Motivate students to make an effort to learn mathematics
Open the gates to other opportunities for students
Prepare future mathematicians, students for complex occupations and students to be experienced adults
Teach applications to other fields; especially for abstract things like vectors whereby students often ask the question: "where will vectors used us inside our life?"
Teach calculator and computer skills, fundamental concepts, generalizing, logical reasoning, mathematical writing, predicting, problem-solving and proof-reading of mathematics
Teach students how to convert backwards and forwards between words and mathematics
Teach students to work collaboratively
It is, alas, very difficult to try to show the true beauty of mathematics in the platform of most existing curricula as they are designed to give food to students with often more facts than anyone could swallow. Just covering the required material often takes a bit additional time than is available. Another problem is that mathematics as a words could be very technical, also to formulate something significant, one has to spend years learning guidelines of the mathematical grammar first.
I consider mathematics to be always a challenging subject to teach, rendering it especially attractive for me. I try to use every probability to expose students to the exciting world of mathematics, often implicitly, so they may not even see it at first. I feel that students' participation is crucial for learning mathematics.
My mathematics school room features multiple of ways of instruction that depends upon:
the subject material of the lesson, that is, the topic to be educated and
my experience with how specific students and classes best learn mathematics.
On some events, the student-centred way or whole-class discussions are undertaken while on other occasions, small-group investigations are carried out and still others see individuals working one-on-one with another pupil or beside me. This classroom connections helps build associations between my students and I and all together, among the list of students themselves. These various class practices help addresses the varied learning styles found in the mathematics class.
Furthermore, I make my classes meticulously, but I like to improvise whenever possible. I dislike being interrupted within my explanation but I love it when the students ask questions after; and I congratulate them for any good questions and remarks. I open each time with a short reminder of the prior session's material and an outline of the day's topic, and I typically conclude with a listing of key points. There's a special period for review before every major test. I speak evidently, loudly, and slowly, but enthusiastically. Students are encouraged to learn from each other as their levels are not curved, thus, students are not competing with their classmates. In some classes, especially my Integrated Research classes, I give group jobs and homework, with respect to the topic being covered. When possible, I deliver solutions to research problems, quizzes, and lab tests. To reduce students' stress about checks, I normally give my students revision exercises before any major ensure that you I cause them to become work extra problems independently and come to see me for any problems. I really do not consider memorization to be the main in mathematics classes; this is excatly why I make and encourage my students too much to practice maximum quantity of problems. When the curriculum could have allowed it, I'd make all my assessments open-book/notes. Assignments and jobs are naturally integrated into my lessons. I hang out explaining the projects and handling similar problems in course for further debate.
I remember that once I was in a gathering with my above seventy year old rector and he told me: "In my own time, whenever we had to do a mathematical calculation, we used the logarithm table" and he asked me whether I realized how to use the logarithm stand! Alhamdulillah, today we have the electric calculator. This little piece of technology is the only real electronic device that our students may use in their studies as the various curricula do not appeal to the use of other gadgets in the exam room. I'd have loved to see a change in these curricula which would permit more the utilization of technology in the training of mathematics. In my opinion, I am a great admirer of the newest educational software that may be used in the teaching and learning process. At the moment, to use numerical software at college seems unrealistic but I hope to discover a change soon in the curricula which can make it real. However, students first need to comprehend that technology is an instrument, much like a compass or a protractor, which technology must be used only as an instrument. Central to my use of technology in the school room is the theory that students must know very well what they are simply doing mathematically even when they use technology as an help.
As mentioned before, the most ubiquitous little bit of technology in and out of the classroom is the digital calculator. While the calculator can be a useful tool to lessen the drudgery of computations, it's important for students to have the ability to function without it. This does not imply that calculators shouldn't be used, but rather that students must have some intuition about whether an answer is reasonable. The usage of calculators and other technology can improve a student's intuition of mathematics and mathematical reasoning. Some exercises in a information category have relatively small data units, using premade data sets and computer programs allows students to get real experience with professional tools and helps them imagine trends. The use of software applications with prepared illustrations is very helpful for in-class visualizations in various lessons, such as differential equations, calculus, and even pre-calculus. While doing the assignment for the component Instructional Technology for my Foundation Course, I ran across software called Yenka which gives simulations. I must say i loved the part on possibility where while detailing the different effects when tossing two cash, there a simulation actually tossing both coins. I hope, insha Allah, to make use of it when I describing this matter t my students in the near future.
With the arrival of tablet PCs, I am hopeful, insha Allah, that this is merely a matter of energy before the use of numerical software and online exam at extra level will be implemented. But, at the same time, I firmly oppose the misuse of technology. You can find programs in mathematics, where students need to learn how to use their brain rather than calculators/pcs. In my brief experience in teaching, I ran across an HSc (Higher College Certificate) learner doing the easy arithmetic problem utilizing a calculator!!!
"Facilitate what to people and don't make it hard for them" - Prophet Muhammad (Calmness and Blessing of God Almighty be after Him)
I sincerely think that the best academics performance of students is never to start to see the high-flyer university student being positioned first at the end of the year but rather to start to see the low-achiever student in a position to answer almost all questions of the same exam paper correctly by the end of the year and have a very good result, irrespective of his/her overall list.
At my institution, the idea of streaming is applied to isolate the best students, often labeled as the "high-flyers", and the ones less able students, often labeled as low-achiever students (some proponents of the Marxist view will disagree totally with this concept). Last year, I had fashioned the chance to use the less able students of Form I and Form II, educating Integrated Science. Alhamdulillah, I used to be motivated but I possibly could that a lot of these students lack drive. Furthermore, some of them originated from poor socio-background and some came from broken families. There is even a child who repeated Form I! So, at first it seems very difficult to anticipate that half of them would understand the different topics even way more that they would pass their final year exam. After all, we are discussing Technology which supposedly is a topic for the intelligent students.
I determined that I should use another type of way with them. Finally, I chosen the "Learning by Fun" strategy. It required much more energy from me but Alhamdulillah, I really do not regret for just one second all the used that yr when working with these students as associated with obvious; virtually all pupils not only approved the final season examination nevertheless they actually obtained positive results Masha Allah. The icing on the wedding cake was when the head of the knowledge department enlightened me that the rector was happy with the effect.
I believe each young one is a unique individual who needs a secure, caring, and revitalizing atmosphere where to expand and mature emotionally, intellectually, actually, and socially. It is my desire as an educator to help students meet their fullest probable in these areas by giving a host that is safe, helps risk-taking, and invites a sharing of ideas. There are three essential elements that I believe are conducive to building such an environment,
the teacher acting as a guide,
allowing the child's natural interest to immediate his/her learning, and
promoting admiration for everything and everyone.
When the teacher's role is to steer, providing usage of information alternatively than performing as the principal way to obtain information, the students' seek out knowledge is achieved as they figure out how to find answers with their questions. For students to construct knowledge, they want the opportunity to discover for themselves and practice skills in authentic situations. Providing students usage of hands-on activities and allowing adequate time and space to make use of materials that reinforce the lesson being researched creates a chance for individual discovery and building of knowledge that occurs.
Equally important to self-discovery is having the opportunity to analyze things that are significant and highly relevant to one's life and interests. Creating a curriculum around college student passions fosters intrinsic determination and stimulates the love to learn.
Helping students to develop a profound love and respect for themselves, others, and their environment occurs via an open sharing of ideas and a judicious method of discipline. If the voice of every student is read, and environment evolves where students feel absolve to express themselves. School meetings are one way to encourage such dialogue. I really believe children have greater respect for his or her educators, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and saying the importance of each activity, students are shown esteem for their occurrence and time. In turn they learn to respect themselves, others, and their environment.
For me, instructing provides an opportunity for continual learning and development. Among my desires as an educator is to instill a love of learning in my own students, as I share my own enthusiasm for learning with them. Personally i think there is a dependence on compassionate, strong, and dedicated individuals who are excited about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who knows and sensitive to their specific needs. Alhamdulillah, I am such a person and can always strive to be the best educator that I can be.