Pivotal Kids

Every Educator Needs a Teaching Philosophy -What Is Yours?

As an educator, what would you want to say about yourself if you were asked to explain your teaching philosophy?

You may be surprised, and perhaps you are included in this category, with the number of educators who either do not have a teaching philosophy or cannot articulate clearly and concisely provide (without the use of clichés or generalizations about teaching) any indicator of their own beliefs about learning or teaching. Over the past few weeks I have been interviewing faculty for adjunct online teaching positions and many of the candidates I've spoken with have not developed a clearly defined philosophy statement or never thought it was needed. While that does not automatically disqualify them from a teaching position it does not help them provide a true representation of what could be expected if they were teaching a course.

Every educator needs a teaching philosophy statement. This is a summary that allows someone else (especially a recruiter or someone in a position to hire new faculty) to develop insight into their teaching and instructional strategies, methods, and practices. I've seen two different approaches used for those educators who have a well-defined statement; one that is researched-based and one that is very personal and written in the first person. If you are pursuing new positions, my recommendation is that you chose the latter approach and present an overview that represents you as an educator. In higher education, many teaching positions require a mandatory statement be submitted as part of the screening process. What follows is a condensed version of philosophy statement I have used, to help you get started or review what you have already developed.

Conceptualization of Learning

There is a five-part approach that was developed by Nancy Chism, a former Director of Faculty and TA Development at the Ohio State University, which is very helpful for educators. The first part is Conceptualization of Learning and it is meant for an educator to describe what they believe about learning based upon their knowledge, expertise, education, and experience.

Since my primary work is focused on distance learning, my view of learning is concerned with how students learn in a virtual environment. For online learning, it is my belief that the basic principles of adult education do not change. However, the format of learning has changed and that is the reason why new and updated instructional strategies must be implemented. In a virtual classroom the process of learning involves the acquisition of knowledge and the development of new skills. In order for knowledge to be acquired and retained in long-term memory, students must have an opportunity to apply what they are studying and given a context for learning that is relevant to their lives and/or careers. The same can be stated for the development of new skills; learning occurs when students are given an opportunity to practice what they are being instructed to learn.

In an online classroom, as with any classroom environment, learning is not a one-time event. Learning also does not occur because an online course shell has been created, an instructor has been assigned to teach the course, and students are enrolled in the class. Learning occurs as a result of students receiving and reading materials, processing the information received in a manner that prompts advanced cognitive skills, and then is applied to and connected with existing ideas, knowledge, and real-world scenarios so that it is retained in long-term memory. The learning process does not stop there as that new knowledge must be recalled later if it is to continue to be retained. This means that students will learn only if the subject and course topics are presented in a meaningful manner, one that requires them to do more than memorize concepts.

Conceptualization of Teaching

The next section of a well-defined philosophy statement is a personal narrative about what it means to teach. For me, it is a perspective about learning in a technologically-enabled classroom.

There are phrases used to distinguish traditional classroom teaching from online teaching and includes "sage on the stage" and "guide on the side". I prefer to view online teaching from another perspective. I've read three primary words used to describe the role of the online educator and it includes instructor, facilitator, and teacher. I believe that an online educator must know how to instruct or implement instructional strategies as a function of classroom management. An online educator must also know how to facilitate a learning process and teach the subject matter through his or her expertise and experience. Within the online classroom, an educator must work to see students individually and with unique developmental needs. They must be responsive to their students, available, and easily accessible. They can teach, guide, and mentor students with every interaction, every classroom post, and all of their communication with students.

Goals for Students

The section that follows needs to be a personal perspective about the goals or expectations that an instructor holds for their students.

For many online schools, the classes have been developed by someone other than the instructor who is assigned to teach the course. That doesn't mean an instructor cannot have their own expectations of students, even if they cannot alter or make additions to the course syllabus. An online educator can state their expectations in classroom announcements and/or through the feedback provided to students. What I expect students to do, and I support their attempts to do so, is to accomplish more than report what they have read. I want them to work with the course topics, conduct research when needed, investigate subjects that interest them, and when it comes to posting a discussion message or submitting a written assignment, I want them to demonstrate critical thinking. What this means is that they do more than state a general opinion or belief and instead, they write a well-researched statement or position about the topic. I encourage students to comprehend what they have read, analyze the information, and then apply it in some manner to their personal or professional lives. I show students that I value their ideas, solutions, proposals, and analyses.

Implementation of the Philosophy

This next section provides an overview of how the philosophy is put into practice and it shares insight into an educator's instructional practice.

My philosophy of online teaching has been influenced by my work as an online student and educator, and it continually evolves through my interactions with students and other educators. While I may not be able to be involved in the process of developing every course I'm teaching, I can develop instructional practices that influence how students learn. For example, when I am involved in online discussions I will acknowledge something the student has written, build upon it through my own expertise and experience, and then ask a follow-up question that helps to continue to move the conversation forward. When I provide feedback, I use that as an opportunity to teach students and I'll use the same approach as my discussion posts and it aligns with Socratic questioning techniques. I want to prompt their intellectual curiosity and encourage them to learn.

With most online classes I have a short period of time to connect with students and my approach is to try to build connections and nurture productive working relationships. I am aware of the tone of my messages, especially since words represent me in an online classroom. I also demonstrate empathy for those students who have low motivation and may be academically underprepared. When I observe students who are struggling or disengaging from the class, I'll perform outreach attempts to try to help engage them back into the course and address their developmental needs. With every student, I acknowledge their efforts and encourage their continued progress, while always being readily available and easily accessible.

Professional Growth Plan

The last component of a well-developed philosophy statement is an overview of how an educator plans to continue their own professional development. Many schools have a professional development requirement and this statement can demonstrate a willingness to continue to learn.

I consider myself to be a lifelong learner and that my learning did not stop once I completed my last formal degree. I continue to learn through my work with online faculty development as the discourse that I have with other faculty allows me to gain new perspectives about learning and teaching. I also continue to research the field that I am actively involved in, which is distance learning, along with other topics of interest that include critical thinking and andragogy. I am a writer and I have authored numerous articles that are based upon my work and research. My work with instructional design and curriculum development projects has also allowed me to grow professionally as I have expanded my knowledge and skills. I also utilize social media as a means of sharing knowledge, ideas, and resources with a global educator base. Finally, I work to make scholarly contributions to this field. The two milestones reached to date include publishing a journal article and presenting my research at an international conference for distance learning.

What is Your Philosophy?

Whether or not you have developed a clear position about learning and teaching for your chosen field, now is the time to consider what you believe and the strategies you use - even if you are not seeking another position. Establishing a well-formed statement allows you to reflect upon your current practice and it will help you identify what is working well and areas that you can develop further. Every educator has a potential to continue to grow and learn, and developing a clear understanding of your beliefs and progress now will allow you to build from your strengths and strengthen your teaching practice. A teaching philosophy is a personal representation of who you are as an educator and something you can use to create developmental plans.

Dr Bruce A. Johnson is an innovative educator with experience in higher education as an online instructor and college professor, along with work as a corporate trainer and manager of corporate training development.

Dr J has developed expertise in his career with adult education, distance learning, online teaching, faculty development, organizational learning, and instructional design.

To learn more about the books and resources that are available for professional development from Dr J please visit: http://www.affordablequalitywriting.com

Pivotal Kids

Zen Kids

Parents of kids living with Attention Deficit Hyperactivity Disorder (ADHD) have battled a tide of terrifying reports about this growing problem, which affects up to 11 per cent of boys aged four to 14 and a lesser number of girls.

The question is what to do about it, and natural treatments such as yoga are getting a big tick.

Make no mistake – ADHD isn’t an issue to be taken lightly, and while stimulant drugs such as Ritalin have been prescribed as treatment, they’re part of a complicated equation of care. Their ability to help young people focus more clearly on an issue helps them learn ways to adapt to a constantly changing environment.
But all drugs have side effects, and one study reported by the US National Institute of Mental Health found the drugs only worked in the short term and could stunt kids’ growth. The dilemma for parents is clear.

‘Of course, I don’t want my child to be on drugs, but you have to weigh it up,’ laments Sydney single mum Adrienne Riddell, whose son Curtis, 11, has successfully used Ritalin on and off for several years along with other natural therapies.

‘The bottom line is that he’s much more easily distracted and can’t concentrate in class every time he comes off them.’

Adrienne says parents of ADHD kids are wrongly blamed for their child’s boisterous behaviour and hyperactivity.

‘So many times I have heard from other people: “Why don’t you just be a bit stricter with him?” Or: “Perhaps it’s because you’re a single mum,”‘ she says.

Adrienne adds that she’s firm with her son, and such comments are ‘unhelpful’. ‘Like depression, ADHD is a chemical brain imbalance that needs treatment in severe cases,’ she explains.

‘But many people see kids with ADHD and put it down to bad parenting or naughty kids. That doesn’t explain parents with several children, where one or two have ADHD and the rest of the kids all behave within normal parameters.

How do you spot it?

The symptoms of ADHD include hyperactivity, inattentiveness, social disruptiveness, impulsivity and interrupting others, as well as playing quietly or showing difficulty following instructions.

Most ADHD kids aren’t actually ‘violent’ – in fact, many are loving and caring. Less commonly, some ADHD sufferers may have coexisting emotional or mood issues, and this complicates their management.

What causes it?

A genetic imbalance of neurotransmitters in the brain is the culprit, but other factors may contribute, including TV. A US study in the Pediatrics journal found that toddlers who watch three hours of TV a day were 30 per cent more likely to have ADHD when they were seven. The TV isn’t the cause of the condition but study author Dr Dimitri Christakis says kids exposed to unrealistic levels of stimulation at a young age ‘continued to expect this in later life’, leading to difficulty dealing with the slower pace of school.

Some parents adhere to the drug-free Dore program, which teaches brain-training exercises (such as bouncing up and down on an air-filled balloon while passing a small beanbag from one hand to another). It uses up to 300 types of exercises and costs for the program start at $5270. But at this stage there’s no evidence that the program works for all children.

Natural Therapies and ADHD:

Either alone or utilised in combination with medication, these techniques may help children who suffer from ADHD.

Try yoga

Yoga helps improve focus and coordination skills, and even toddlers can take part in it.

Visit www.findyoga.com.au to locate a yoga class for your children in your state.

Limit TV

For kids under the age of two, watching no television (or very little) is recommended. For older kids, have set times for all TV watching, internet, mobile phones and video games, and limit it to an hour a day. Avoid having them in your child’s bedroom too, as disrupted sleep makes. ADHD worse, and don’t give in to pressure to buy violent or overly stimulating video games.

Act, don’t yack

Cut back on nagging your children. Instead, directly follow their unruly behaviour with consequences, such as curbing pocket money.

‘Planning ahead and telling children what’s expected of them in certain situations is also an ideal way to approach things,’ Dr John D’Arcy says. ‘But always keep your sense of humour and reward positive behaviour.’

Establish a set routine

‘Try to keep bedtime, waking time and mealtimes consistent,’ Dr John says. ‘And remember that a carefully structured routine from the moment they wake is important – so get a whiteboard.’

Keep them busy

The upside of ADHD kids is they’re often creative and clever. Cher, Robin Williams and former US president John F. Kennedy all had ADHD. ‘So fuel their creative juices with games, art, sport, acting and music,’ Dr John says.

Watch their diet

‘A diet free of artificial colouring may be helpful, but it only works in a very small proportion of children with ADHD,’ Professor Joseph Rey from the University of Sydney says.

studies claim fish oil helps, while other studies claim that junk food promotes negative biochemical changes in the brain and should be restricted where possible.

Mums-to-be, beware

All expectant mothers should take an iodine supplement. Why? Babies born iodine-deficient are at risk of developing ADHD.

Other options

‘Occupational therapy to develop a child’s gross motor skills (such as catching a ball) and fine motor skills (such as cutting paper with scissors) is effective and a vital part of the treatment equation,’ Dr John explains.

‘Psychological therapy and teachers skilled at learning difficulties may also help them. It’s important to see your school counsellor, GP or pediatrician to help you find these services.

Finally, don’t try and do too much too soon. Be patient and don’t attempt more than one thing at a time. Overwhelming a child with all these treatment options at once may only make their condition worse.

The case for drugs:

‘Medications are still the best and safest treatment for moderate to severe cases of Attention Deficit Hyperactivity Disorder, and are the most effective in the short to medium term (under three years),’ says Professor Joseph Rey from the University of Sydney.

New Idea’s resident medical expert, Dr John D’Arcy, adds: ‘A recent audit of pediatricians who prescribe ADHD medications found they were under-used, not overused, and also found that important additional techniques such as occupational, psychological and physical therapies were simply not available.’

Article source: New Idea