Teaching Philosophy

 Name: Sara Mohammed Almenhali

 ID: H00349540
 Course: EPC 4909
 Instructor: Dr. Martha Banfa
 Institution: Higher Colleges of Technology
 Date: 28-12-2021
Introduction

Teaching philosophy is about my beliefs on teaching competencies, namely

professional disposition, planning for learning, managing, and implementing
learning, assessments, and reflection on and in teaching. Overall, I believe that
every child is important, and teachers need to plan ways for individual students to
be engaged in every activity in class. It is the background or experience of the
educators who are composing teaching philosophy that is reflected in their work.
Based on my personal experiences (Tushko, 2019), I have developed my own learning
and teaching philosophy. In this PDP, I'll explain why I believe that recognizing
students' individuality is beneficial to them, as well as how involvement in the
discussion of ideas encourages them.

Recognition of Individuality
The teaching philosophy of mine is linked with providing the best classroom
environment to students where they can share their ideas, and participate in each
activity (Falah, 2020). Students are responsible in class, but I also give explanations
and assistance on course materials (Launden, 2020). My goal is for my students to
enjoy the interaction in my classroom and to be challenged by the intellectual debate
of the course content that we have.

This philosophy statement is about how important every student is. I would like to be
remembered by my students in the following words:
1) '' She cared about me personally and respected my participation to class''.
2) '' She established a learning atmosphere in the classroom that encouraged me to be
responsible for my learning ''.

I believe that involving my students' give them opportunity to think about their
performance and progress. In my classroom, I want students to feel that they are part
of a dialogue wherever they may share their thoughts on the subject material and
contribute to the educational experience (Sharma, 2020). The first day of class, I give
each student a sheet of paper to fill out with their personal details. This information
allows me to understand more about my pupils and their interests. Throughout the
semester, I make an effort to address each student by name and learn a bit about his or
her history. When I get to know my students, they feel appreciated and like being in
my class.

Learning Environment
In my role as a teacher, it is my job to assist my students develops the skills necessary
to learn effectively (Launden, 2020). I aim to instill a drive to study more in my kids.
I urge my students to use resources other than the normal course materials and
lectures in order to maximize their learning experience. Such initiatives include the
use of electronic mail and the World Wide Web as well as other internet-related
services (Sharma, 2020). By doing so, I aim to demonstrate to my students how many
resources they have at their disposal to learn about nearly any topic area they are
interested in learning about.

When students come prepared for class, I expect them to take personal responsibility
for their education. I utilize active learning strategies to get students involved in class
discussions (Tushko, 2019). It's common for me to pose a series of questions at class
meetings and utilize their replies as a basis for the ideas to be addressed in class. In
addition, I try to reroute queries from students to other students. I aim to make my
pupils understand that they are accountable for their own education by employing
active learning approaches.

This means that I am accountable for defining standards of accomplishment and

evaluating how well my pupils are doing against those goals (Leigh, 2020). For me,
laziness and sloppiness are not acceptable traits to be honored. Excellent work is what
I demand of myself. While I don't grade on any kind of curve, I do attempt to use an
absolute scale when I do (Bowne, 2017). A fixed height bar has been installed, and it
can't be reduced. I want students to develop the capacity to think critically and
analytically, to know what questions to ask before making a choice, and to know
where to search for solutions to their questions during their educational experience.

Conclusion
Finally, I genuinely think all teachers have a unique perspective on how they
approach teaching philosophy and how they interact with their students. To know if
they are on the right road or need to rethink their ideas, I think it's vital for teachers to
put out their philosophy (Agyekum, 2021). Recognizing uniqueness and creating a
participatory learning environment, I believe, is a beneficial technique for each
student today (Bowne, 2017). Also, the use of rewards in the classroom can assist to
keep pupils engaged and motivated. A new teaching strategy will be extensively used
in the future to improve my teaching.

References:
Agyekum, S. (2021). The Effects of Rewards and Punishments on Discipline and
Motivation in Adolescence.
Bowne, M. (2017). Developing a Teaching Philosophy. Journal of Effective
Teaching, 17(3), 59-63.
Beatty, J. E., Leigh, J. S., & Lund Dean, K. (2020). Republication of: Finding Our
Roots: An Exercise For Creating a Personal Teaching Philosophy
Statement. Journal of Management Education, 44(5), 560-576.
Dyiak, V., Tushko, K., & Sovva, S. (2019). Modern methods of teaching
philosophy. Problem space of modern society: philosophical-communicative
and pedagogical interpretations. Part II, 195.
Falah Mehnehj, T., Yamini, M., & Mahdian, H. (2020). The Effect of Teaching
Philosophy on Metacognitive and Irrational Beliefs of Male Students of
Elementary School. Journal of Research and Health, 10(3), 183-192.
Humphreys, P. (2020). Engage, empower, evolve: Developing an institutional
teaching philosophy to engage staff. English Australia Journal, 36(1), 39-53.
Laundon, M., Cathcart, A., & Greer, D. A. (2020). Teaching philosophy
statements. Journal of Management Education, 44(5), 577-587.
Rahdar, A., Pourghaz, A., & Marziyeh, A. (2018). The Impact of Teaching
Philosophy for Children on Critical Openness and Reflective Skepticism in
Developing Critical Thinking and Self-Efficacy. International Journal of
Instruction, 11(3), 539-556.
Sharma, D., Tripathi, P. M., & Pankaj, P. (2020). Using Teaching Philosophy
Statement for Management Education Reforms in Higher Educational
Institutions. Solid State Technology, 63(5), 243-256.