My Teaching Philosophy
Nicholas James Schoonraad • December 2, 2020
As an individual who has pursued an academic career by obtaining a Masters in Medical Microbiology from the University of Pretoria, and has lectured to students in the fields of physiotherapy, medicine (2nd-year doctors) and to undergraduates in the medical sciences, I have learned to understand and appreciate the role that education plays in our society and around the world. When I transitioned from the tertiary setting to the secondary schooling setting, I knew that a few adaptations would need to occur on my behalf, but my passion and overall teaching philosophy has remained steadfast and constant.
Throughout the four years that I have been teaching in secondary schooling institutions, I have found that being an educator means more than just the stereotype of someone standing in front of a classroom of students and dictating information from the various resources that are provided by the schools or department of education. Although this does form part an educator's role, there is a lot more to teaching than this. One of the primary functions of an educator, according to my philosophy, is that he/she should play a role as a mediator of learning and should mediate between the students and the learning process. By doing this, the educator teaches the learners how to learn and build knowledge for themselves, instead of relying on the educator to do everything for them. In a way, as educators, we are responsible for the development of the learners' cognitive ability to obtain and process information that will help them in the real world. We are also accountable for teaching learners to take responsibility for their educational development and progress, especially when they take on further studies in their tertiary academic careers.
I have found that being an educator entails a holistic role as a caretaker, in that we are responsible for more than the educational needs of a student. As teachers, we are tasked with more than just teaching students about subject knowledge. "Teaching" is a broad term that can be applied to other facets of learners' lives, such as their moral, ethical and personal perspectives of the world around them. It is for this reason that I take on an inter-parental approach when I teach my students and deal with the many different problems. Be it educational or personal developmental needs that my learners may have. This plays a significant role in my teaching philosophy, and I feel that I cannot fulfil the role of a responsible educator without incorporating this into my everyday teaching practices.
Each teacher has their own unique and individual methods that they use to teach their students in their specific subject disciplines. I thus feel that no matter how well developed my teaching skills and knowledge become, I am always able to learn and add to my understanding, as part of being a teacher is fulfilling the role of a lifelong learner. The teaching methods that I use include the conventional dictation of the work at hand, but I always find it in the best interests of the learners if I add onto the knowledge that I pass on to them by explaining the content in ways that are practical in the world today and also add a bit of background to arouse interest, to keep the learner's attention. Instead of just repeating the content in the textbook, I always try to turn the lesson into an informative discussion that incorporates the learners by allowing them to add to the debate. This also gives me some insight into the prior knowledge gained by the learners from previous years or their degree of general knowledge. By making the lessons learner-centred, I find that the learners become more willing to want to participate during the classroom contact sessions and that the learners are generally more likely to understand the work that was discussed on that specific day.
By adding to the resource's content, I do realise that this could lead to the learners becoming overwhelmed with information. Therefore, I must highlight the main concepts that I need them to grasp. The extra information has helped the learners in the past to be able to give me some explanation when they are struggling with a specific section of work or a particular question that is posed to them during the testing or examination procedures that take place throughout the year. I also find it helpful in that it helps to develop their thinking patterns and ads to their knowledge, as it gives the learners a more detailed explanation of what is being dealt with, but once again, it is necessary to highlight the key concepts for the students. This method of teaching fulfils the focal areas of my teaching philosophy.
Another method I use that also reflects my teaching philosophy is ensuring that the students are enriched by the activities that they are expected to complete. Whether it is activities from the resources that I use or activities that I set up for them, I will always show them how the exercise will help them to relate to the topic that is discussed. I find this to be an essential part of my teaching method as it gives the students a sense of the necessity of the activity and leads to them not just feeling that I am giving them mundane work or tasks to complete. The learners are, therefore, able to see the value of doing the work and I also find that this, at times, helps gives the learners a sense of value from what they are doing in my classes.
I feel that the way I teach helps the students to "learn how to learn" instead of them just taking the information given to them and trying to remember it for recall when they are assessed/examined on the work. The methods I use, reflect my teaching philosophy as they encourage the learners to build on their knowledge and also teaches them to take responsibility for the work that they are dealing with. I am a keen believer that students should not just be encouraged to learn/remember their work, but that they should rather understand the content instead of remembering it. Not all students are able to take up large volumes of information and remember everything. This is why I strive to make sure that the students understand what they are being taught and why they are being taught the specific content that they are faced with in the curriculum for Life Sciences.
Finally, my teaching philosophy dictates that I also stand back at times and take on the role as a mediator of learning as it is imperative that the learners get a feel for the work and the tasks that they have to partake in. It would be futile to just give the learners notes and the pages of the textbook that they are using and tell them to learn/remember that, whilst I simply provide them with an explanation of the work. Leaners have to learn how to approach and handle the work on their own terms as students are all unique individual with their own mechanisms that they use to cope with the content and volume of the topics they need to know. I do, however, need to be there for the students if they need guidance or direction with the work they are tasked with doing.
All teachers have their own ideas and teaching philosophies, but I like to base mine on what I find to be effective and what I see makes the students more cooperative and willing to learn. The duty of an educator is not one to be taken lightly as teaching students plays a crucial role in their development and their mindset, especially towards pursuing a career in an academic field or one day deciding to take their education further. I would be utterly displeased if I were the reason for a student not wanting to pursue a career in the sciences because of the philosophy I had as their educator. By building a relationship with the learners and by being open with them about my teaching philosophy, I feel that I can make a positive impact on their schooling career.
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As the preliminary and final examinations approach, both students and parents or guardians often experience heightened anxiety and stress. This guide provides practical strategies to help parents and guardians support their children through this critical phase of their academic journey. 1. Foster Effective Organization Create an environment conducive to studying by providing a quiet, well-lit study space equipped with essential stationery. Collaborate with your child to develop a structured study timetable to set clear expectations and promote disciplined preparation. Encourage the use of resources such as past question papers, which serve as valuable tools for revision and practice. 2. Maintain Daily Check-Ins Schedule regular, intentional conversations, such as during dinner, to discuss your child’s progress. Inquire about their experience with the day’s examination paper, adherence to their study schedule, and their feelings about upcoming tests. These check-ins foster open communication and allow you to gauge their emotional and academic state. 3. Minimize Distractions Help your child stay focused by keeping electronic devices like phones, tablets, and gaming consoles out of reach during study sessions. Set boundaries on screen time and social media access to prevent procrastination. While challenging, limiting Wi-Fi access during study hours can significantly enhance productivity. 4. Support Emotional Awareness Encourage your child to identify and articulate their emotions, such as anxiety, stress, or fatigue . Recognizing these feelings is the first step toward addressing them effectively. Discuss coping strategies to help them navigate emotional challenges during this period. 5. Teach Self-Regulation Techniques Guide your child in practicing self-regulation to manage stress. Techniques include: Breathing Exercises : Inhale deeply for four seconds, hold for four seconds, exhale for four seconds, and repeat. Sensory Focus : Identify five things they can see or hear to ground themselves in the moment. Tactile Stimulation : Hold a cold object to shift focus and reduce anxiety. These methods can help your child regain calm and focus during stressful moments. 6. Promote a Balanced Routine Prolonged study sessions late into the night can lead to burnout. Monitor your child’s study habits and encourage breaks to maintain balance. Plan activities such as outings with friends, a family meal, or short recreational periods with access to devices. Engaging in non-academic activities, like helping prepare dinner, can provide a refreshing change of focus. 7. Prioritize Self-Care Support your child’s well-being by ensuring they: Eat nutritious, regular meals. Get at least eight hours of sleep by limiting screen time before bed. Engage in physical activities such as walking, jogging, yoga, dancing, or gym workouts. These practices help alleviate stress and anxiety, which are common during examination periods. 8. Practice Empathy and Patience The examination period can be emotionally taxing for both students and parents. Approach your child with empathy, actively listening and offering guidance without criticism. This fosters a supportive environment, bolstering their mental health and sense of inclusion. By implementing these strategies, parents and guardians can play a pivotal role in helping their children navigate the challenges of examinations with confidence and resilience. Good luck to all the Grade 12 students with the upcoming examinations - you most certainly can do it!
