Teaching+Philosophy


 * __NOTE__: The content on this page is for demonstration of what your page will look like when your philosophy is copy/pasted. Please __do not__ use the content as an example of what you're philosophy should contain (it was written for my PhD and had completely different requirements). Use the directions from MCOM 520 wiki. **

My Portfolio

What does that mean? Why does it matter? How can it impact my life and the lives of those I love? What can I do to change or improve the outcome? How does our ability to engage effectively within society make a difference? Those are some of the questions that I encourage my students to consider as we embrace learning together in the college classroom.

To contemplate the purpose and philosophy behind my desire to edify others in the college classroom, one first has to understand the path my life has taken. Decades of teaching experience; as a nurse, sales person, middle‐school teacher, and mother of four adult children motivate my desire to work with students as they strive towards achieving their college degree.

My goal and aspiration as an educator is to assure that every student works to their greatest potential. My 25 year‐old stepdaughter, Kristy, and niece, Heather, have many learning disabilities. The knowledge of the challenges that they have faced throughout their educational process motivates my passionate belief that all individuals have the right and ability to learn when information is presented in a consumable manner. While some students are natural learners, others struggle for every nugget of knowledge and have to work incredibly hard to attain success in the classroom. All learners are embraced and encouraged when I am their teacher. Kristy is also biracial, of African and Hispanic ethnicity. Hardships she has faced due to this have enabled me to fully understand the need for all individuals, regardless of race, culture, socio‐economic status, or religion, to be included and encouraged to strive for success.

Equally important to teaching, is the ability to advise and encourage undergraduate students in their curriculum choices and overall academic success. My diverse background, which includes a degree in psychology, provides the knowledge necessary to guide and help students as they face the life challenges that being a college student entails.

Today’s Millennial generation of //digital natives// (Pink, 2005) need more than a lecture setting to stay involved and motivated for learning. In my classroom, I work to facilitate students as they interact with knowledge as dynamic participants in hands‐on, technology‐based lessons. For example, my students at Northampton Community College work with our class wiki to access and create course content. Group work is also essential to provide individuals the ability to successfully collaborate as they leave the college classroom and enter into professional careers. I create groups at the beginning of each semester and students work interdependently within them to accomplish daily goals and develop class presentations throughout the semester.

It is essential that students feel that their professors are caring and actively committed to their individual success. It is my ultimate goal that all of my students know, through the passion and preparation I put into my lessons, that their successful completion of my course is expected and supported. Theoretical validation of my teaching philosophy is provided with Piaget’s Constructivist Theory. In addition, the Technological Pedagogical Content Knowledge (TPCK) theory (Mishra & Koehler, 2006) corroborates my interest in using technology as a learning tool.

Teaching effectiveness is measured with more than the student GPA. Therefore, students are evaluated based on several aspects to attain successful completion of my course. Critical thinking is encouraged and assessed via whole class and group discussion. Written analysis of chapter content, via group and individual assignments, provide my students the opportunity of self‐timed analysis of content knowledge. The written exam remains a valid measure of understanding; the goal of my exams is to access knowledge via problem solving thought rather than rote memorization.

It is through these techniques and heartfelt beliefs that I strive to motivate students to embrace and answer the questions of why, what and how, to help guide them to a higher level of understanding and maturity as they grow and succeed in my college classroom. Therefore, enabling them to succeed in life, outside the classroom walls.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. //Teachers College Record//, 108 (6), 1017- 1054. doi: 10.1111/j.1467-9620.2006.00684.x Pink, D. (2006) //A whole new mind: Why right brainers will rule the future.// NY: Riverhead Books
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