Running head: PERSONAL PHILOSOPHY OF TEACHING

Personal Philosophy of Teaching

Jade Davis-Hurt
Argosy University

PERSONAL PHILOSOPHY OF TEACHING

Personal teaching philosophy was developed, not yet from teaching experience, but rather
experience as a student. A reflection of how the personal beliefs were established and the theory
that aligns with personal beliefs will be explored. To begin learning must be defined in the eye
of the professor. To this student, adult learning is more than a cognitive process, but rather a
multidimensional phenomenon that takes place in various contexts (Merriam, 2008). This student
personally views context to be classroom or real world settings. This student realizes her
future students will be adults. Trotter (2006) notes that Knowles listed five assumptions about the
adult learner that include: motivation to learn as they experienced needs and interests, was
lifelong, the main resource is experience, need to be self-directed, and individual differences
with age.
This student identifies with the control theory of motivation proposed by William
Glasser. This theory states that behavior is never caused by a response to an outside stimulus.
Instead, the behavior is inspired by what a person wants most at any given time (Educational
Theories, n.d., para. 23). The student must take into consideration adult learners are balancing
several wants at any given time. Such as the adult learner wants to obtain a degree, they
want to be able to work and provide for the family, they want to have family time, and they
want time to relax and enjoy life.
The wants are then seemed to be best balanced by the way the theory impacts the
learning process. Through the curriculum that is devised between the teacher and the student so
that the students needs shape how they are taught (Educational Theories, n.d.). Through the
instruction, the teachers depend on active learning that builds student loyalty-enabling the
student to push through tasks that are present to satisfy official requirements (Educational
Theories, n.d.). Through the use of assessments by giving grades to certify quality work, and

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not based on a curve (Educational Theories, n.d.). When speaking of these three items
regarding adult learners, this student reflects on the ways schools are reaching out to nontraditional learners. The use of night classes, online classes, and blended formats. The adult
learner is more stressed for time and flexibility to meet needs is vital.
To address the needs of the adult student outcomes will be measured in a variety of ways.
The basic goals of the course will initially be laid out in a syllabus. The syllabus will provide the
students a visual context of where they are expected to be at the end of the term To measure
short-term goals that will evaluate if the student is on the correct path of the core goals will be
measured by graded assignments. An emphasis on the recall of facts that has been presented to
measure their abilities for the use of the knowledge will influence goals of the course. (Svinicki
& McKeachie, 2014). Other forms of evaluation will include research papers, group work, peer
assessments, and presentations. The evaluations will be designed based on the course materials
and the learning styles or needs of the students. The evaluations need to maximize the
satisfaction for the student to engage and see the need for the evaluation, not just and irrelevant
task (Educational Theories, n.d.)
Connecting the teaching outcomes to the student learning should be reflected in the
assessment scores. If the teacher is doing their part in the classroom, then the student should be
able to connect the material presented to the assignment. While this places importance on the
teacher, the part of the student should not be overlooked. The student will have a responsibility to
apply the material and review materials that are provided to complete the learning assignments.
The actual test would reflect the teachers presentations, but the student presentations would
show the dedication to the material. Open discussion can be just as beneficial to the outcome
process. The teacher must be able to tell the students they nee feedback to make sure the teacher

PERSONAL PHILOSOPHY OF TEACHING

is covering the material in a format they can understand. Sometimes the teacher can forget a
subject they are well versed in and have taught for years, and this is the first time the student
have seen the materials; thus the teacher needs to hear we think you may be leaving something
out that is not making the connection clear.
This feedback method is not limited to only the students. Svinicki and McKeachie (2014)
notes having peers visit the classroom and evaluate you based on the classroom observation. A
peer can sit in and evaluate the class, then provide feedback to the teacher on what may be
missed while the teacher is engaging the materials. Neilson (2014) recommends the use of a
portfolio that contains evidence of skills and self-reflections that have lead to previous effective
outcomes in the classroom. This portfolio could be combined at the end of a course with personal
notes of what worked and what did not work. This would allow the professor to customize the
class with known course projects that work through the years to create a sense of customized
teaching to the students. Of course, this could lead to trial and error periods in the classroom.
These periods of time is when the teacher would have to be honest, state this is new, and honest
feedback is needed to shape the task into something workable for future use.
In the classroom diversity and ethical issues can arise that must be addressed to protect
the learning atmosphere. To begin this process of a safe learning environment is to establish
consent of privacy. This can be completed either n verbal understand or a signed consent. Just as
in a group counseling session, it would not be guaranteed but would lay the framework for
responsibility and privacy that is expected in the classroom. ACA code of ethics can be reviewed
to give the students a better understanding of what ethics are in play and practice using them in
the classroom to establish a model for future counseling sessions. With the framework set out,
the discussions will come that will touch on sensitive topics. The instructor needs to be able to

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model appropriate ways to handle diversity and be able to work through the subject in a peaceful
manner. The safe classroom will allow the students to question and explore personal beliefs and
triggers to prepare for future interactions with co-workers and clients. The teacher must also
recognize when the student may need to have an individual meeting to work through issues that
are causing troubles to lower heated reactions.

PERSONAL PHILOSOPHY OF TEACHING

References
Educational Theories. (n.d.). Crescent, Oklahoma. Retrieved July 22, 2016, from
http://crescentok.com/staff/jaskew/isr/education/theories.htm
Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for
Adult & Continuing Education,2008(119), 93-98. doi:10.1002/ace.309
Nielsen, L. D. (2014). Teacher Evaluation: Archiving Teaching Effectiveness. Music Educators
Journal, 101(1), 63-69. doi:10.1177/0027432114536736
Svinicki, M.D & McKeachie, W.J. (2014). McKeachies teaching tips: Strategies, research and
theory for college and university teachers. California: Wadsworth, Cengage Learning.
Trotter, Y. D. (2006). Adult learning theories: Impacting professional development programs.
Delta Kappa Gamma Bulletin, 72(2), 8-13.