The Impact of my Teaching Philosophy and Practice and how it identifies and

Address Students' Diverse Backgrounds in my Teaching Practice?

Musa Vandi A. F

Physics Laboratory Technician – Eastern Technical University, Kenema, Sierra Leone.

Email: musavaf@gmail.com

Overview

Preceptors' teaching practice is impacted on a positive note when the lives of learners are

bettered. Teaching philosophy and practice ameliorate when educators are encouraged. Teachers'

topmost solicitations are to impact the lives of their learners, which is critical to societal

development. Educators tend to get involved when they have a calling to challenge learners'

situations. Enhancement is supposed to be imaged as a teaching philosophy to make the

difference that's asked by educators. Relating and addressing students with different backgrounds

in the teaching practice can be done with the teacher's strategy to understand the background of

learners. I get involved in discussions with my students, and as such, children learn and or

experience that they can always question things (Pazouki&Heidari, 2011, as cited in Rahda et al.,

2018). Learners will have an attachment to the teacher while learning, therefore perfecting the

learning process indicates that those learners who have close, positive and probative connections

with their teachers will attain advanced situations of achievement than those learners with further

conflict in their connections (Rimm- Kaufman & Sandilos, 2010). The teacher should have a

caring personality that will impact learning, therefore relating to a different background and

teaching practice. Teaching practice requires fidelity. Teachers decide whether to use, modify, or

omit some of the elements provided in the curriculum, which is not useful to the learners and
such fidelity decisions (FDs), indicate various possible adaptations teachers make as they use

written lessons to design instruction (Ok-Kim & Atanga, 2014). It's the part of the teacher to plan

how learners will be supported. I tend to make the best continuing impacts on learners in the

immediate plans. The purpose of my teaching is to insure learners have the optimal mindset that

will help them in making a critical judgments. Thus, indicating that all learners have access to

quality education also acknowledges the natural value of diversity and respect for human quality

(UNESCO, 2015a, as cited in UNESCO, 2017). I come motivated when my learners ameliorate,

therefore creating a lasting print. When the teaching career is accepted as a calling, learners '

lives are supposed to be impacted on a positive note. Preceptors make long- continuing term

strategies, therefore perfecting the perspective of learners. Preceptors are motivated when

learners make effective and sustainable opinions. Learners ' backgrounds must be addressed to

perfect learning. There are different backgrounds among learners. Understanding different

backgrounds among learners help in enhancing learners' perspectives on understanding

generalities. Learning generalities tend to be entered by the learners grounded on the teacher's

strategies to educate. I'm convinced that it's essential to give poignant learning strategies,

therefore developing a mindset among learners. A good school teacher knows and understands

learners, and how they develop and learn (Licklider, 2018). I know that learners laboriously

construct and transfigure their knowledge grounded on one activity and previous knowledge. I

know that learners don't all learn in the same way or at the same rate. I believe it's my

responsibility as a school teacher to be an effective fingerprint of learners’ interests, capacities,

and previous knowledge. I must also plan learning activities that will both challenge and allow

every student to endure and grow. In conclusion, educators can identify with the culture of

learners to address different backgrounds. Preceptors can produce customized assignment plans
that will help learners as well as slow-paced learners in classrooms. I believe in the power of

questions and questioning strategies to provoke thinking. I constantly try to ask questions for

which there are no “right” answers. I constantly work to be a better “doubter” for the effective

use of questions is the most important strategy a school teacher has to help learners learn. I

believe a school teacher lives to serve. A school teacher is devoted to teaching and learning, to

his or her discipline, to his or her learners, and to making the future environment the best

possible place for all of us to live. These are the challenges I accepted when I chose to be a

teacher (Vinod, n.d.). I remain married to them.

Reference

Kim, Ok. K., & Atanga, N. A. (2014). Teacher Fidelity Decisions and Their Impact on Lesson

Enactment. Retrieved from

https://icubit.gse.upenn.edu/sites/default/files/KimAtangaPaper04012014_0.pdf

Licklider, B. (August 27, 2008). My Philosophy of Teaching. Retrieved from

https://www.facultyfocus.com/articles/my-philosophy-of-teaching/

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.

https://doi.org/10.12973/iji.2018.11337a. Retrieved from

https://www.researchgate.net/publication/326149830_The_Impact_of_Teaching_Philoso

phy_for_Children_on_Critical_Openness_and_Reflective_Skepticism_in_Developing_Cr

itical_Thinking_and_Self-Efficacy/link/5be155bfa6fdcc3a8dc19a54/download
Rimm-Kaufman, S. & Sandilos, L. (2010). Improving Students' Relationships with Teachers to

Provide Essential Supports for Learning. Retrieved from https://www.apa.org/education-

career/k12/relationships

Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset

pedagogy: A case study of one teacher's classroom practices in a Finnish elementary

school. Teaching and Teacher Education, 77, 204-213. Retrieved from

https://www.researchgate.net/publication/328448600_In_search_of_a_growth_mindset_p

edagogy_A_case_study_of_one_teacher%27s_classroom_practices_in_a_Finnish_eleme

ntary_school

UNESCO, (2017). A Guide for ensuring inclusion and equity in education. Retrieved from

https://unesdoc.unesco.org/ark:/48223/pf0000248254

Vinod, P. (n.d.). These are the challenges I accepted when I choses to be a teacher. I remain

committed to them. Retrieved from https://www.superprof.com/these-are-the-challenges-

accepted-when-choses-teacher-remains-committed-them.html