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Creating a Teaching Philosophy You Can Use, Part I : Writing Down the Basics

Creating a Teaching Philosophy You Can Use, Part I : Writing Down the Basics. 0. Kevin M. Johnston kmj@msu.edu. I seek foremost to create and take advantage of “teachable moments”. Compare this statement. I consider teaching to be the most effective way to learn. to.

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Creating a Teaching Philosophy You Can Use, Part I : Writing Down the Basics

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  1. Creating a Teaching Philosophy You Can Use, Part I :Writing Down the Basics 0 Kevin M. Johnstonkmj@msu.edu Teaching Philosophy Development Part I

  2. I seek foremost to create and take advantage of “teachable moments”. Compare this statement I consider teaching to be the most effective way to learn. to What might these teaching philosophy statements reveal about Teacher/student Roles? Learning goals? Teaching Styles? Core Values? Teaching Philosophy Development Part I

  3. Transmission – 31, B 11, I 10, A 10Apprenticeship – 34, B 11, I 11, A 12Developmental – 42, B 12, I 15, A 15Nurturing – 31, B 10, I 11, A 10Social Reform – 24, B 6, I 9, A9 KMJ’s Teaching Perspectives Inventory (TPI) (Pratt & Collins) Teaching Philosophy Development Part I

  4. Let’s Write! 0 Complete the following statement(s): • The purposes of Teaching are (are to) ___________________ . • I teach because ___________________ . How do your statements relate? Diverge? Why? Teaching Philosophy Development Part I

  5. “Discovering” Your Own Teaching Philosophy 0 • Workshop Goals: Getting Pen to Paper • Workshop Format: Write, Dialogue,Write…Read • A “Word” on Terminology: Metaphors and Jargon – Avoid Overuse and Confusion Teaching Philosophy Development Part I

  6. What is a Philosophy? 0 Inquiry? Search? Pursuit of Wisdom? Contextual Interpretive Means? Belief? • A Rational System of Motivating Concepts or Principles. • A Basic Theory or Viewpoint • A System of Values by Which One Lives/Acts Teaching Philosophy Development Part I

  7. Beginning A “Basic” Teaching Philosophy 0 Complete these statements. What verbs, nouns, and adjectives do you use? What might your choices reveal about your teaching methods? Goals? Expectations? • My students are… • As a teacher, my students think I am… Consider how your statements relate. Teaching Philosophy Development Part I

  8. Teacher/Student Interaction 0 • What Do We Expect From Students? • What Do Students Expect From Us? Any Problems? What’s Causing Them? Teaching Philosophy Development Part I

  9. Powerful Principles of Instruction - Yelon 1996 0 • Meaningfulness/Prerequisites (Context) • Open Communication (Relationship) • Organized, Essential Ideas (Main Points) • Learning Aids (Technology) • Active Practice (Work with Information) • Safe Spaces/Encouraging Places (Comfort) • Consistency (Dependability) Do you consider these Principles when designing a course? When Teaching it? Teaching Philosophy Development Part I

  10. Perceptions of Your Teaching Self 0 What metaphors would you use to describe yourself as a teacher? How are your opinions of your teaching abilities reflected (or not) in your evaluations? If there’s a difference? Why? Teaching Philosophy Development Part I

  11. What Concerns You the Most? 0 • Teaching Effectiveness? • Incivility? Classroom Conflict? • Content Knowledge? • Age? Experience? How Do These Concerns Shape Your Teaching? Teaching Philosophy Development Part I

  12. What Do Students Say Are The Most Irritating Teacher Behaviors?MSU Teaching Thoughts #10 0 Is there a theme that underlies the following? • Shows up late for class • Doesn’t show up for office hours • Doesn’t get to know students • Makes students feel stupid • Talks to the board • Doesn’t follow the syllabus - University of Tennessee, Knoxville FYS 1999 Teaching Philosophy Development Part I

  13. “Wanted: Good Faculty” 0 Talented History PhD Student ISO a MENTOR. Intelligent, hardworking doctoral student with teaching and research experience seeks interested History faculty for professional guidance. Ph.D. in SOUTHERN HISTORY preferred. Sincere interest and honest care about the state of the profession, higher education, teaching, and research necessary. Some time commitment required, but experience guaranteed to benefit both. Teaching Philosophy Development Part I

  14. The 7 Categories of IntolerableTeaching (Student ?) BehaviorCondescending NegativismPoor PlanningImmoralityUncommunicated Course DetailsUnfair GradingPoor HygieneUncooperative Cynicism(Braxton & Bayer, 1999) 0 Bad Faculty: NOT Wanted Teaching Philosophy Development Part I

  15. 0 Who Are YOU as a Teacher? - Facilitator? - Coach? - Leader? - Dictator? - Watering Can?/ Fire hose? Teaching Philosophy Development Part I

  16. 0 “Teachers become students, students [teaching] peers, all working to achieve a greater understanding of their subject within a real world context” - Parker Palmer [brackets mine] Revisit Slide 2. How does this statement compare? Teaching Philosophy Development Part I

  17. Teaching Philosophy Basics: Part I • How do you defineteacher/student Roles? • What are the purposes of teaching and learning? • Who are You as a teacher? Three Key Questions We’ve Begun to Answer: Teaching Philosophy Development Part I

  18. Building on Your Basics Part II What Issues Do We Address Next? • Teaching and learning methods. • Teaching and learning assessment. • Using of a “framing device” metaphor or critical incident to ground your statement. • Writing yourself into your statement. Schonwetter, et al. 2002 Teaching Philosophy Development Part I

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