Tag Archive for: education

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 university mba

 

Many small business owners are typically self-taught in the ways that make them successful. Most small business owners do not have an MBA, which actually is a good thing. Formal business education, specifically the typical MBA program, is geared more toward the large corporate environment and not the small business environment that agency owners operate in.

So, how would one design a two-year MBA program for the small business agency owner? The program is based on a trimester system and the students are required to read a book a month for two years. There will be six areas of study, with a bonus session to allow a concentration for the insurance industry. By the end of these two years, students will have the right information to operate a small business and be successful.

The key purpose of this program is to accelerate through the learning curve. Much of the information the students will learn has been around for a while and it works. Successful business owners do not re-invent the wheel. They take a proven idea and adapt it. This cuts out the time and expense of having to learn it on their own.

1. The first trimester focuses on understanding one self and others. What skills and knowledge are needed to be successful? All of these books are classics and three of them have been around for over 75 years. In order to be a great business owner, one needs to understand themself, as well as understand how best to relate to other people.

· 7 Habits of Highly Successful People by Steve Covey

· How to Win Friends and Influence People by Dale Carnegie

· Think and Grow Rich by Napoleon Hill

· The Richest Man In Babylon by George S. Classen

2. The second trimester is an introduction to business and the philosophy of business. Most small business owners got into their business because they were good at what they did. Michael Gerber created the mantra of "Work on the business and not in the business," so his book is a must read. The other books will round out one's understanding of what it means to be an entrepreneur and small business owner.

· The E-Myth Revisited by Michael Gerber

· Scaling Up: How a Few Companies Make It... and Why the Rest Don't by Verne Harnish

· Rework by Jason Fried

· The Personal MBA: Master the Art of businesss By Josh Kaufman

3. Sales and marketing is covered in the third trimester. The books in this session will go from the big picture of sales and marketing to the nitty-gritty details of how to do it. Sales people will like the books by Schley and Holmes and the marketing folks will hone in on the books by Heath and Gladwell.

· Made to Stick: Why Some Ideas Survive and Others Don't by Chip Heath and Dan Heath

· The Tipping Point: How Little Things Can Make a Big Difference by Malcolm Gladwell

· The Micro-Script Rules: It's not what people hear. It's what they repeat... by Bill Schley

· The Ultimate Sales Machine by Chet Holmes

4. Welcome to year two! The fourth trimester is all about management and leadership. Satisfied employees are critical to the success of a business. Some people are natural leaders while others can be great leaders with some training. The material and ideas in these books are practical and easy to learn.

· The One Minute Manager by Ken Blanchard and Spenser Johnson

· The Dilbert Principle by Scott Adams

· The 21 Irrefutable Laws of Leadership by John C. Maxwell

· Drive by Daniel Pink

5. The fifth trimester focuses on an area that business owners easily get or perpetually struggle with - economics and business financials. Even if it is a turn off for some small business owners, it is still important that the basics are understood. Accounting is a subject that does not translate well to books, so that subject will be covered using online videos. There are many free videos that will cover both the basics and the details of accounting.

· Basic Economics: A Common Sense Guide to the Economy and Economic Facts and Fallacies by Thomas Sowell

· Financial Intelligence A Manager's Guide to Knowing What the Numbers Really Mean by Karen Berman and Joe Knight

· Various online videos on accounting

6. Now that the business is running, what is next? A successful business is not static; it undergoes constant change and improvement. The sixth trimester introduces philosophy of change and techniques on how to re-think the business operations.

· Built to Last by Jim Collins and Jerry Porras

· Who Moved My Cheese by Spenser Johnson

· What Got You Here Won't Get You There by Marshall Goldsmith

· First, Break All the Rules by Marcus Buckingham and Curt W. Coffman

Congratulations! Reading these 23 books will provide information more valuable to the small business owner than taught in most MBA programs! Graduates of this program now have the skills and knowledge to be even better business owners. Some graduates might want to continue on to a concentration within their industry.

Formal education can be valuable. However, the stereotypical small business owner has neither the time nor patience to attend an MBA program. There is so much good information that all business owners can easily have a customized "MBA Program." So, crack open a book, turn on a kindle or plug in some ear buds, school is in session!

Bill Schoeffler is a business consultant and coach with 20 years of experience working with small business owners and individuals. Bill's unique background includes engineering, financial analysis, and inter-personal skills.

He can be reached at (707) 324-5531 or bill@chrysalis-financial.com. You can find out more at http://www.chrysalis-financial.com

 

 

 

The first day of school our professor introduced himself and challenged us to get to know someone we didn't already know. I stood up to look around when a gentle hand touched my shoulder.

I turned around to find a wrinkled, little old lady beaming up at me with a smile that lit up her entire being..

She said, 'Hi handsome. My name is Rose. I'm eighty-seven years old. Can I give you a hug?'

I laughed and enthusiastically responded, 'Of course you may!' and she gave me a giant squeeze..

'Why are you in college at such a young, innocent age?' I asked.

She jokingly replied, 'I'm here to meet a rich husband, get married, and have a couple of kids...'

'No seriously,' I asked. I was curious what may have motivated her to be taking on this challenge at her age.

'I always dreamed of having a college education and now I'm getting one!' she told me.

After class we walked to the student union building and shared a chocolate milkshake.

We became instant friends. Every day for the next three months we would leave class together and talk nonstop. I was always mesmerized listening to this 'time machine' as she shared her wisdom and experience with me..

Over the course of the year, Rose became a campus icon and she easily made friends wherever she went. She loved to dress up and she revelled in the attention bestowed upon her from the other students. She was living it up.

At the end of the semester we invited Rose to speak at our football banquet. I'll never forget what she taught us. She was introduced and stepped up to the podium. As she began to deliver her prepared speech, she dropped her three by five cards on the floor.

Frustrated and a little embarrassed she leaned into the microphone and simply said, 'I'm sorry I'm so jittery. I gave up beer for Lent and this whiskey is killing me! I'll never get my speech back in order so let me just tell you what I know.'

As we laughed she cleared her throat and began, ' We do not stop playing because we are old; we grow old because we stop playing.

There are only four secrets to staying young, being happy, and achieving success. You have to laugh and find humour every day. You've got to have a dream. When you lose your dreams, you die.

We have so many people walking around who are dead and don't even know it!

There is a huge difference between growing older and growing up.

If you are nineteen years old and lie in bed for one full year and don't do one productive thing, you will turn twenty years old. If I am eighty-seven years old and stay in bed for a year and never do anything I will turn eighty-eight.

Anybody! Can grow older. That doesn't take any talent or ability. The idea is to grow up by always finding opportunity in change. Have no regrets.

The elderly usually don't have regrets for what we did, but rather for things we did not do. The only people who fear death are those with regrets..'

She concluded her speech by courageously singing 'The Rose.'

She challenged each of us to study the lyrics and live them out in our daily lives. At the year's end Rose finished the college degree she had begun all those months ago.

One week after graduation Rose died peacefully in her sleep.

Over two thousand college students attended her funeral in tribute to the wonderful woman who taught by example that it's never too late to be all you can possibly be.

When you finish reading this, please send this peaceful word of advice to your friends and family, they'll really enjoy it!

These words have been passed along in loving memory of ROSE..

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Information literacy

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In this talk from RSA Animate, Sir Ken Robinson lays out the link between 3 troubling trends: rising drop-out rates, schools' dwindling stake in the arts, and ADHD. An important, timely talk for parents and teachers.
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.

http://bit.ly/QCLhWy

Games like World of Warcraft give players the means to save worlds, and incentive to learn the habits of heroes. What if we could harness this gamer power to solve real-world problems? Jane McGonigal says we can, and explains how.

http://bit.ly/Pcm9Xj

I find, by close observation, that the mothers are the levers which move in education. The men talk about it . . . but the women work most for it.

-- Frances Watkins Harper

More quotations about families => http://bit.ly/siNxqq

Learning is not compulsory... neither is survival. - W. Edwards Deming

This video was created by Tom Woodward of Henrico County schools in Virginia. Tom used the work of Karl Fisch from Colorado who created a PPT using various quotes and statistics from "flat world" thinking. Used with permission

We seem to be setting ourselves up for disaster education. Efforts are underway not only to adopt value-added models to rate the effectiveness of individual teachers, but to use these models to identify those at the very bottom who might later lose their positions and those at the very top who might then be eligible for merit pay. Yet in all the policy discussions and public commentary, there's been little focus on learners and on how, precisely, we define the qualities of a good teacher.
The movement to revise methods for teacher evaluation to include such models came about in an effort to undermine current evaluation systems that tend to rate most teachers as satisfactory (Hull, 2011). => http://bit.ly/ka9Fzo