Teaching Philosophy

“ I have no question that students who learn, not professors who perform, is what teaching is all about…teachers possess the power to create conditions that can help students learn a great deal- or keep them from learning much at all. Teaching is the intentional act of creating those conditions, and good teaching requires that we understand the inner sources of both the intent and the act.” (Parker J. Palmer, The Courage to Teach)

The best teachers possess a unique ability to gently awaken and transform our assumptions and beliefs about the world around us. They awaken a sense of joy, creation and innovation. They challenge us; they make us believe; they inspire a sense of inquiry; and, they bring a sense of meaning and importance to our personal experiences. They inspire us to create positive change, and motivate us to be better and to do better.
From my work in instructional development, and through my own teaching experiences and attendance at a number of workshops and conferences focused on the scholarship of teaching and learning, I have learned that there are multiple approaches to improving teaching and learning in higher education; that a commitment to learner-centeredness is of utmost importance; and, at the same time, that context matters. Each teaching experience is unique – from instructor to instructor, semester to semester, discipline to discipline, course to course, and even from day to day.

I strive to implement an approach to teaching based upon a fundamental commitment to student engagement and active learning. Whether instructing a graduate research seminar in Landscape Architecture, or an interdisciplinary course on the theory and practice of university teaching, my teaching strategies are most informed by experiential and collaborative learning, peer development, critical inquiry and discussion, and a clear focus on student autonomy and responsibility for learning. My teaching strategies are informed by the simplicity of Kolb’s (1984) theory of experiential learning and the authenticity embedded within Mezirow’s (1990) theories of critical reflection and transformative learning. As such, course activities are intentionally designed to encourage learners to discover and apply new meaning, through a cycle of experience, awareness, reflection, practice and transformation.

I have found students are very receptive to learning strategies which establish a fundamental link between research, theory, and practice. As I continue to diversify and build my research agenda, I strive to bring these experiences into the classroom. I have used on-line learning journals to encourage a thoughtful integration of the course material, and am often inspired by the students’ learning progress and their ability to synthesize, critically examine, and transform the course material through their personal learning experiences. I have found that students appreciate being provided in-class opportunities that actively engage them in the learning process through critical inquiry, problem-solving, respectful debate and small-group discussion. I have learned the value of the peer review process, as students increase their knowledge of the course material, and discover the potential of providing effective feedback to others. I often incorporate both informal and formal peer review strategies as part of the assessment process.
 
From the first day of class, I encourage students to set clear learning goals. I develop mid-semester evaluations that encourage critical feedback regarding the design and delivery of the course, and also require learners to reflect upon their individual learning progress. I have found that students appreciate an instructor who is well-organized, approachable, enthusiastic and passionate about the subject matter. Throughout the semester, I do my best to learn and address each student by their name and to provide unstructured time to listen to their knowledge, ideas and concerns. I strive to intentionally align the course learning objectives, activities and assessment strategies, and to continually communicate this link to the students – in-class, on the course website, and in the objectives of each course assignment. I am aware that course assessment techniques have a strong influence on what, when, and how students structure their learning, and strive to ensure that there are sustained opportunities to receive and apply formative feedback throughout each semester, in order to foster a commitment to continuous improvement and learning.

In no way do I profess that I have succeeded in every teaching situation. However, I have learned from every teaching experience and am inspired to grow as an instructor. I am committed to a philosophy of continual improvement and am motivated to learn from: the advice offered by experienced instructors and colleagues; the scholarship of teaching and learning; my own reflective practice; and, most importantly, the feedback that I receive from students through informal mid-semester and end of the semester instructor evaluations.

My philosophy of teaching is certain to evolve as I discover the methods of teaching which enable me to effectively create a climate for learning that awakens a sense of joy, spirited curiosity, innovation and personal excellence. Like many, I am often challenged by an intrinsic fear of teaching – a fear which paradoxically drives my passion and commitment to university teaching and learning. In the end, it is the heart of teaching that embodies my passion for this profession. I simply could not imagine a more rewarding career.

References:
Kolb, D.A. 1984. Experiential Learning. Prentice-Hall Inc., New Jersey.
Palmer, P. J. 1998. The Courage to Teach. Jossey-Bass, San Francisco, CA.
Mezirow, J. 1990. How critical reflection triggers transformative learning. In Mezirow, J. (Ed.) Fostering Critical Reflection in Adulthood (Pages 1-20). Jossey-Bass Publishers, San Francisco.

Sex Education in The Philippines

The Department of Education is once again faced with another controversy.  This is because they have integrated sex education to elementary students as young as 9 years old.   Many parents, including the Catholic Church, have criticized this initiative by the Department of Education. 

The question now is, as a regular citizen, what can you really say about sex education integrated in elementary classes’ curriculum?  Are these beneficial or are we just feeding the curious mind of our kids?  I know this is a very sensitive issue; thus, if handled with great caution I think many will benefit.  However, we also have to consider that learning doesn’t stop in the four corners of our children’s classroom, nor at home- although these venues are major contributors in our children’s growth process.  

One major downside of this initiative by DepEd is that children might someday indulge themselves in sexual activities and might even master it, successfully avoiding pregnancy.  Surely contraceptive methods will be introduced in their agenda, but looking into the emotional impact of failed relationships to our children.  These kids will surely have relationships at a young age.  However, due to their immature decisions, most of the time it can just lead to failed relationships.  Girls/women will always be at a losing end.  

Therefore, my recommendation in this matter is to introduce sex education only to young girls; that, we should not only introduce the scientific part of sex education but also how to manage relationships without being taken advantage by men. 

What about you, what can you say about this realigned approach to sex education?

Teacher Advocacy

Recently I was asked to join a panel discussion in San Fernando, Pampanga hosted by The College Board, as part of their annual AP conference. The topic was Teacher Advocacy. There were four of us on the panel and they were kind enough to give us some general questions ahead of time so that we could be prepared.
Since this event happened during our blog’s annual month-long hiatus, and since the topic is particularly germane to we’re all about on this site, it gave me a great excuse to review my own beliefs about teacher advocacy. Besides that, being on a panel usually means that you don’t get to answer all the questions, even the ones you really want to answer. So here they are, the questions I was prepared to answer, and the answers I was prepared to give:

What exactly is Teacher Advocacy?
 Teacher advocacy is simply speaking up in support of teaching and learning and promoting those policies that improve the teaching and learning conditions in our country.

Why do teachers need to be advocates?
Of all the stakeholders in our education system, teachers are uniquely positioned to know which policies work and which ones don’t. While teachers may not have all the answers, they do get to see what all the answers look like as they play out in classrooms. When teachers see what works and what doesn’t work in schools, they owe it to their students to speak up.

How has Teacher Advocacy changed over the years?

Until fairly recently, the principle means by which teachers could advocate for their profession was through their union. And while that channel still exists, and is still unmatched in terms of political leverage and resources, it does have a serious limitation. Unions, by their very nature, are democratic organizations. Policy direction is decided by a floor vote during annual assemblies. The consequence of this process is that those members who disagree with the final vote essentially have no voice. I have witnessed, for example, a two hour debate at an NEA convention on whether the Association should support charter schools. The answer was no, but it was far from unanimous, and the thousands of teachers who voted to support charter schools were basically ignored.

Things have changed. With the rise of social media, anyone can broadcast their opinion. It just as easy to open up this website as it is to go to nea.org.  On the other hand, information consumers have also become diversified. We don’t all read the same newspapers and watch the same newscasts like we used to. People tend to seek information that confirms what they already believe.

What are the barriers to Teacher Advocacy?
Time, poise and training. Teaching well takes a tremendous amount of time. So does advocacy. Trying to do both comes at a cost, and if you aren’t extremely good at time management, something important is bound to be compromised.

Advocacy takes poise. You have to believe in what you have to say and have the confidence to speak up at the right time. Not every teacher can do that. I hear a lot of very informed, passionate talk in the staff room, most of which never goes anywhere.

Advocacy also takes training. The skill set teachers use in their classrooms is not the same skill set needed to speak up for the profession. A lot of passionate teachers simply don’t know how to articulate their passion clearly and concisely. All it takes, though, is a little training.

What are the most important principles of effective Teacher Advocacy?
Understanding, respect and articulation. Advocacy starts with understanding the issues, and understanding them from both sides. Usually (but not always!) that leads to a softer, more nuanced position. When you’re ready to state your position, it needs to be done respectfully. No one likes a shrill, harsh voice.  Finally, effective articulation is extremely important. Teachers who don’t speak or write clearly and competently not only make themselves look foolish, but they bring shame on the whole profession.
With that in mind, then, welcome to year four of Stories from School! We are a community of Teacher Advocates. We’re passionate about education and try to present our views clearly and respectfully, from a place of understanding. (We also love reading and responding to comments!)

Online Degree Program - link to a great Teacher Salary

Teacher salary rates are hardly opulent, but they are respectable, and a modest salary beats no salary at all. Having said that, be reasonably sure that the profession suits you before embarking on a teaching career. If you are not fond of – or genuinely dislike – children, young people or human beings in general, look for something else.

Otherwise, you, your administrators and your students will all be deeply disappointed. If you have thought it out and decided that teaching is something you would enjoy, then there are several ways to get started. In the new millennium, one way to begin pursuing your next career is to keep your present job while you earn a teaching degree online. There are a number of institutions that offer these opportunities, but there are also a number of reasonable precautions to be taken before you begin. First, if you want to earn a teacher salary in the area where you live now, check out your state’s certification and licensing requirements, and choose a school accordingly.

There are websites that exist specifically for this purpose. Another consideration that most of us can’t overlook is tuition cost. Ask hard questions and do not accept vague answers, particularly with regards to additional (“hidden”) charges. Don’t be afraid to do online research about your instructors, either. Your teacher salary may provide you with an income, but your work will impact many other lives for years to come. Seek out other individuals who have undergone training at the same school you are considering and ask for their opinions.

Finally, make sure that you have the time to commit to your studies, and then commit it. Your future teacher salary is nothing to fool around with. If you are pursuing an advanced degree, be sure that your new credentials will match the accreditation level that you are seeking and don’t settle for less. Do not repeat courses that you have taken before; you have already received credit for those. There are many other programs out there that can fulfill your requirements to the letter, so get what you came for in the first place.

Teacher Salary and Career Outlook

It’s a noble profession and one that brings a lot of personal satisfaction, however, it can’t be denied that a teacher salary and the job outlook is something to be considered before going to college for four years in this field. Know that in 2008, there were approximately 3.5 million jobs for teachers in the kindergarten, early education, middle education and secondary education fields.

Of course the number of jobs are spread out across the United States much as the population trends are. Understandably, the growth trends indicate that the cities and states that are growing the most are expected to need the most teachers. For example, states that are currently growing rapidly like Nevada, Georgia and Arizona will see a spike in teaching jobs in the years to come.

However overall by 2016, the enrollment K-12 is expected to drop and the need for teachers of these grades because of the children of baby boomers leaving the system. Because of that, in many areas a teacher salary could be expected to drop. The one way a student can help make themselves more marketable and command a larger teacher salary is to focus on the less populated subjects such as math and science. Additionally, if a teacher becomes certified in multiple subjects, they can have a better job outlook as they can switch concentrations if the demand dictates it.

As with most professions, the longer one stays in the education field, the more experience one gains, the more the average teacher salary can be expected to grow. For those wanting a larger income and a position of more responsibility, there are other avenues a teacher can climb in the educational corporate ladder.

Many teachers go on to become librarians, special education teachers, guidance counselors or administrators.

Depending on the school system, there are often times positions available such as senior or mentor positions whereby they mentor newer inexperienced teachers in addition to their own classes. If you’re looking to become an educator, there are many opportunities today and in the future and overall, the future is bright. However, having multiple specialties, being willing to move or take a position in a rural or urban area could be the key that gets you hired over someone else.

Earning a Teacher Salary

Anyone who is planning to become or teacher or is at least thinking about it more than likely feels as if they know what the job is all about and what the teacher salary all entails, however, the fact of the matter is that it’s hard for anyone to truly know what being a teacher is like unless a person has actually been one. That being said, this article will discuss what it’s like to be a teacher for those who are thinking about becoming one.

First off, a teacher earns his or her teacher salary by teaching children how to read, do math, write, and so on, however, keep in mind that each teacher will generally teach something different depending on grade level and the class type. Teachers need to make sure that they have a plan going into every class, too, and that means putting together lesson plans in order to make classes go as smoothly as possible. Keep in mind, though, that a teacher cannot do whatever he or she wants, either, as it’s up to the principal and what he or she says when reviewing a teacher’s lesson plans.

When the class is over a teacher’s job isn’t done. No, there is much more than just teaching involved when collecting a teacher salary. For example, once classes are over for the day teachers have to make sure they correct homework, create tests or try to come up with new and exciting projects to do for each class. To add to that, many teachers also have the opportunity to coach a sport at a school or be in charge of one of the many programs put together by the school.

Being a teacher can either be fun or it can be extremely frustrating, however, what’s so great about that is that it’s usually up to a teacher’s attitude. Teachers who have positive attitudes going into their typical forty hour work week are going to more than likely create a fun learning environment where kids are having fun but also learning at the same time, which makes the job easy for the teacher. Hopefully this article has been helpful to those thinking about becoming a teacher and acquiring a teacher salary and wanting to know more about what the job is like.

Finding a Job with a Good Teacher Salary

My father was a professional educator, and he always had a job search underway even when he was being paid a reasonable teacher salary. This was partly because he was always looking to do better for his family, but also because he knew that he had to start early to be on time for career moves in that profession. Teacher salary rates vary across the country.

For that reason, teachers must occasionally be willing to relocate for the sake of furthering their careers. This need not mean sacrificing quality of life for additional income, and education professionals are often advised to give considerable thought to their preferences and dislikes. This is especially important for teachers with young families, because the needs of others must also be taken into account. What is the point of earning more money if family members are unhappy about the place in which they live? Many other professions, including medicine, require lifelong continuing education.

 Teaching is no different if one wants to earn a top teacher salary. The world today is much different than it it was a decade or even a few years ago. If they wish to maintain relevance in the classroom, teachers need to stay abreast of current trends and new developments that pertain to their specialties. In addition, no teacher salary has ever suffered as a result of additional certification. The majority of teachers today hold a bachelor’s degree, period.

Continuing education can help a teacher’s resume to stand out from the rest. Speaking of resumes, education professionals are encouraged to take the spare time required to keep their resumes constantly current. By doing this, they can be ready to act as soon as a position with a good teacher salary becomes available. Institutions value preparedness in prospective faculty members as much as teachers value that trait in their students. Without overdoing it, resumes should mention any additional skills and experience that the teacher may possess outside of his/her chosen field of study. Teachers on the way up should also be willing to utilize these skills in their future employment situations without requiring additional compensation.