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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In today's fast-paced digital world, screens have become an integral part of everyday life, especially for high school students. With technology now deeply embedded in education, communication, and entertainment, it is easy to overlook the potential consequences of excessive screen time. For adolescents, screens serve a crucial role in learning, as many educational tools and resources are available online. However, the same devices that support them on their educational journey also contribute to recreational screen time, such as social media, gaming, and streaming services, which can easily become distractions. As a psychologist and school counsellor, I often engage with students and parents who struggle to find a healthy balance between screen use and academic responsibilities. With the increasing reliance on technology for learning, the challenge of managing screen time has grown. The Impact of Excessive Screen Time Excessive screen use can have far-reaching consequences, affecting students' cognitive abilities, emotional well-being, and physical health. Academic Performance- Studies indicate that students spending more than four hours per day on non-educational screen activities tend to have lower grades. The lure of social media, gaming, and video streaming often leads to procrastination and multitasking, reducing focus and productivity. Many students attempt to complete homework while texting or watching videos, which decreases cognitive efficiency and retention of information. Mental Health Challenges- The connection between excessive screen time and mental health struggles is well-documented. A 2020 study in the Journal of Adolescent Health found that teenagers who spend significant time on social media are more likely to experience anxiety, depression, and emotional distress. The pressure to maintain an ideal online persona, cyberbullying, and constant social comparison can contribute to lower self-esteem and heightened stress levels. Additionally, blue light exposure from screens can disrupt sleep cycles, leading to fatigue, irritability, and difficulty concentrating. Physical Health Concerns- Beyond academic and emotional consequences, excessive screen time is also linked to sedentary behaviour, contributing to obesity, poor posture, and eye strain. Prolonged screen use can cause headaches, back pain, and digital eye strain, negatively affecting overall well-being. Establishing screen-free periods and incorporating physical activity into daily routines is therefore essential for counteracting these risks. The Role of Parents in Supporting Healthy Screen Habits Parents play a crucial role in helping their children develop balanced screen habits. Open communication and a supportive environment can encourage teens to make mindful choices about their screen use. Rather than imposing strict rules, collaborative discussions about the impact of screen time and its management foster better cooperation. Encouraging offline activities such as sports, reading, or creative hobbies can help students cultivate interests beyond screens. Parents can also set a positive example by managing their own screen use and prioritising family activities that do not involve digital devices. Here are some practical strategies for managing screen time: Create Screen-Free Zones and Times : Designating areas where screen use is restricted, such as bedrooms at night or the family dining table, promotes healthier habits. Implementing a no-screen rule at least an hour before bedtime can significantly improve sleep quality and overall well-being. Utilise Technology for Learning: Not all screen time is detrimental. Encouraging the use of digital tools for educational purposes, such as online courses (e.g., Khan Academy, Coursera) and research platforms, helps foster a love for learning beyond the classroom while keeping screen time purposeful. Model Healthy Technology Use: Children often mimic their parents' behaviours, making it essential for adults to demonstrate balanced screen habits. Engaging in outdoor activities, reading, and family discussions instead of excessive screen time help reinforce positive behaviour in teens. Striking the Right Balance Screens are an unavoidable part of modern life, but finding a healthy balance is essential for academic success and overall well-being. By setting boundaries, fostering open discussions, and promoting alternative activities, parents and educators can help students navigate the digital world responsibly. When teens develop self-regulation skills and prioritise their responsibilities over distractions, they are better equipped to succeed in school and maintain their mental and physical health. Encouraging balance does not mean eliminating screens altogether, but rather using them mindfully to enhance learning and personal development.
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In the wake of the mid-year exams, there is much that parents and students can learn from their results, which should be used to consider the way forward, an education expert says. “I was fortunate to have one child who was very diligent as a scholar, starting to study way ahead of the exams, even from the lower grades, using her midterm break to study year after year. She never had to be asked to go and study and her study breaks were actual breaks from studying,” says Mignonne Gerli, Principal: Abbotts College Pretoria East. “This was not true for all my children. Another of my children thought that studying the day before the exam would do just fine. I remember always catching this child on a study break or as she had just finished studying. I can confidently say that I never, in five years, caught her studying. You can imagine the fights and stress (felt by me) during this time.” As parents, we know how important it is to achieve good results at school. Prior to Grade 11 and 12, students already need to have developed a mature and diligent work ethic. “We know which doors can be opened and which firmly shut, based on your school results,” says Gerli. “For this reason, we fight the good fight which means that exam periods can be extremely stressful and highly unpleasant in many households. We try various methods to cajole our less than diligent children to put effort into their studies and in some cases loathe the day that the reports are published.” Whether exam time is a breeze for you as a parent, with your model child, or absolute hell, with your sweet/funny/kind but less committed child, the end of the exams and results need to be reflected upon. And for those who suffered through the past exams, it is time to come up with different strategies for the next set of exams. “Reflection for those who appear to prepare well for exams, will take the form of considering whether their study methods were effective or if they need help with the way in which they study.” “During these exams, I watched my one granddaughter study. “Not once did I catch her on a break on the days she was with us. What I also noticed was that she studies by copying out the textbook, not something that can be remedied when she is shoulder deep into the exams. This is not an effective way to study and she will definitely need to be taught better study methods in preparation for her next exams.” What have you as a parent noticed about your child’s study methods? Can you assist or will you need a professional to help with better study methods? “Students who achieved excellent results for their exams can reflect on why they did so well and how they can build on this going forward. “The students who put little to no effort into their preparation for the exams, will need guidance and assistance from their parents to try remedy their approach to their work. There needs to be an open, calm discussion about why they did not study for the exams and what would motivate them to study and put effort into their preparation for their next exam session.” Approaches could include: Negative consequences for poor effort, such as having their phones taken away for a period of time, grounding them or taking away certain privileges. Offering a reward for effort, this may be in the form of a cash incentive for improved results or achieving a certain mark per subject, it could be purchasing them something they would like, it could be additional privileges. Reasoning with them, explaining the importance of developing a mature work ethic and achieving good results. This is something teenagers struggle to fully comprehend so some true-life examples of success and failure of family members and friends, when it comes to financial and career success, may be useful here. Go through university courses they may be interested in with them and show them what is required to qualify for the courses. I have found that many teenagers have no idea what is required to gain access to a career they wish to pursue. A reality check is sometimes all they need. Help them think about their future and what they want to achieve in life. It needs to be concrete as having a goal is a great motivator for hard work. Usually, it is the students who have no real vision for their future and what they would like to achieve who struggle to motivate themselves to study. They simply don’t get why it’s important and of value. “Exam time can be very stressful, but taking some time to consider how to make the next exam session less so, and working towards establishing a positive trajectory, can make all the difference for the future,” says Gerli.
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Resilience, the ability to bounce back from challenges and adapt in the face of adversity, is a critical skill for teenagers navigating the complexities of modern life. As parents, your role in fostering resilience can profoundly influence your child's ability to manage stress, overcome obstacles, and thrive both academically and personally. From an educator's perspective, here are key strategies to help build resilience in your teenager. 1. Encourage a Growth Mindset A growth mindset, the belief that abilities and intelligence can be developed through dedication and hard work, is foundational to resilience. Praise your teenager for their effort rather than innate ability. For instance, instead of saying, "You're so smart," try, "I'm impressed by how hard you worked on this." This shift encourages persistence and a willingness to embrace challenges. 2. Foster Strong Relationships Supportive relationships are crucial for building resilience. Encourage your teenager to build and maintain healthy relationships with peers, family members, and mentors. Spend quality time together as a family, engage in open communication, and create an environment where your teenager feels safe to express their feelings and experiences. 3. Teach Problem-Solving Skills Equip your teenager with problem-solving skills to manage difficulties independently. When they face a challenge, guide them through the process of identifying the problem, brainstorming potential solutions, evaluating the pros and cons of each option, and implementing a plan of action. This practice not only builds resilience but also instils a sense of competence and confidence. 4. Promote Self-Care and Healthy Habits A healthy body supports a resilient mind. Encourage your teenager to adopt regular exercise, balanced nutrition, and adequate sleep. Discuss the importance of relaxation techniques such as mindfulness, meditation, or even simple hobbies that they enjoy. Prioritising self-care helps teenagers manage stress and maintain emotional balance. 5. Model Resilient Behaviour Children often learn by observing their parents. Demonstrate resilient behaviour in your own life. Share your experiences of overcoming difficulties, discuss the emotions involved, and explain how you managed to navigate the tough times. Your teenager will learn valuable lessons about resilience through your example. 6. Encourage Independence and Responsibility Allow your teenager to take on age-appropriate responsibilities and make their own decisions. This autonomy fosters a sense of control and competence. Please encourage them to set personal goals and take steps towards achieving them. Please support them in facing the natural consequences of their choices, as these experiences are crucial for learning and growth. 7. Provide a Safe Environment to Fail Failure is an inevitable part of life and a powerful teacher. Create an environment where failure is seen as a learning opportunity rather than a disaster. Encourage your teenager to take risks and try new things, reassuring them that it is okay to fail and that you are there to support them in learning from these experiences. 8. Develop Emotional Literacy Help your teenager develop emotional literacy, the ability to recognise, understand, and manage their emotions. Engage in conversations about feelings, encourage them to articulate their emotions, and validate their experiences. Teaching them techniques for managing negative emotions, such as deep breathing or journaling, can also be beneficial. 9. Set Realistic Expectations Set realistic and achievable expectations for your teenager. Unrealistic expectations can lead to excessive stress and a sense of failure. Please work with your teenager to set attainable goals and celebrate their progress. This approach fosters a sense of achievement and motivates them to keep moving forward despite setbacks. 10. Seek Professional Support When Needed Parents must identify when their child needs professional help. If your teenager is struggling with significant stress, anxiety, or depression, do not hesitate to seek support from school counsellors, therapists, or other mental health professionals. Early intervention can make a substantial difference in their ability to build and maintain resilience. Building resilience is a journey, not a destination. By employing these strategies, you can support your teenager in developing the skills and mindset needed to navigate life’s challenges with confidence and strength. As educators, we see firsthand the positive impact of resilience on students’ well-being and success, and we are committed to partnering with you in nurturing resilient, capable young adults.
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