Scribd Logo
Upload

Welcome to Scribd!

  • 96 views

    RK DD Teaching Philossophy

    Uploaded by

    api-307430346
    Darrell Dulalchan outlines his emerging teaching philosophy which focuses on empowering students to take ownership of their learning and helping them realize they are responsible for their own outcomes. He believes in conveying enthusiasm for science to spark student engagement, and encouraging critical thinking over memorization. As a teacher, he sees his roles as tour guide to direct learning, facilitator to provide diverse learning tools, and gate keeper to set and enforce standards of achievement. He aims to create real-world connections and a student-centered environment while serving as a role model to inspire students to reach their academic potential through reflective practice.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    RK DD Teaching Philossophy

    Uploaded by

    api-307430346
    96 views3 pages
    Darrell Dulalchan outlines his emerging teaching philosophy which focuses on empowering students to take ownership of their learning and helping them realize they are responsible for their own outcomes. He believes in conveying enthusiasm for science to spark student engagement, and encouraging critical thinking over memorization. As a teacher, he sees his roles as tour guide to direct learning, facilitator to provide diverse learning tools, and gate keeper to set and enforce standards of achievement. He aims to create real-world connections and a student-centered environment while serving as a role model to inspire students to reach their academic potential through reflective practice.

    Original Title

    rk dd teaching philossophy

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Darrell Dulalchan outlines his emerging teaching philosophy which focuses on empowering students to take ownership of their learning and helping them realize they are responsible for their own outcomes. He believes in conveying enthusiasm for science to spark student engagement, and encouraging critical thinking over memorization. As a teacher, he sees his roles as tour guide to direct learning, facilitator to provide diverse learning tools, and gate keeper to set and enforce standards of achievement. He aims to create real-world connections and a student-centered environment while serving as a role model to inspire students to reach their academic potential through reflective practice.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    96 views3 pages

    RK DD Teaching Philossophy

    Uploaded by

    api-307430346
    Darrell Dulalchan outlines his emerging teaching philosophy which focuses on empowering students to take ownership of their learning and helping them realize they are responsible for their own outcomes. He believes in conveying enthusiasm for science to spark student engagement, and encouraging critical thinking over memorization. As a teacher, he sees his roles as tour guide to direct learning, facilitator to provide diverse learning tools, and gate keeper to set and enforce standards of achievement. He aims to create real-world connections and a student-centered environment while serving as a role model to inspire students to reach their academic potential through reflective practice.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    NAME: DARRELL DULALCHAN

    ID: 03725218
    DATE: 30TH, January,2016

    MY EMERGING TEACHING PHILOSOPHY

    My teaching philosophy is that pedagogic activities should be guided by the principal:


    Do this if it enables students to learn. My teaching practices should empower students to take
    ownership of their education and help them realize that they are responsible for their learning
    outcomes. When students take this step, they can make striking progress and achieve academic
    success. I find that when I can convey my own enthusiasm for science, it is often contagious
    enough that students become engaged in learning. I try to help students transition from
    memorizing concepts to thinking critically about ideas and connecting concepts with everyday
    examples. I encourage students to tackle problems creatively, which helps them learn to think
    outside conventional boundaries and to seek the deeper meaning of a concept or finding. These
    skills have facilitated the greatest advances in science and also foster personal and intellectual
    fulfilment.
    In my role as a teacher, I have three primary functions: tour guide, facilitator, and gate
    keeper. These are not mutually exclusive activities, although students often regard them as such.
    Each lesson, activity, or homework assignment contains elements of all three functions. As a tour
    guide, I lead my students on an intellectual journey through their course of study. My role is to
    point out the scenic attractions, highlighting particular features of the subject matter, and
    focusing attention on major points, important terms or concepts, relevant issues, and significant

    relationships. It is my responsibility to decide where the path leads, what topics are important,
    which concepts are central, and how much emphasis is placed on each subject area. It is also my
    duty to decide how steep the path should be, and whether to lead my students over obstacles or
    around them. As a facilitator, my job is to provide an organizational framework and a set of tools
    that students can use to assimilate the knowledge they seek. These tools must be sufficiently
    diverse to accommodate the varying needs of different personalities and learning styles. In my
    lessons, I provide handouts, worksheets, group activities, and homework assignments that
    supplement my lesson. The variety of these resources is designed to appeal to as many students
    as possible. As a gate keeper, I am responsible for setting standards of achievement and for
    evaluating the progress of my students against those standards. I do not reward laziness or sloppy
    thinking. I insist upon excellence. The bar is set at a fixed height, not to be lowered. In the course
    of their education, I expect students to develop an ability to think critically and analytically, to
    know what questions to ask before making a decision, and to know where to look for answers to
    their questions.
    It is important to practice of education that I create real world connections in the
    classroom while producing a student-centred learning environment. If students do not believe
    they will use classroom material in their future, they see lessons as insignificant, pointless and
    not worth their time. In order to achieve ones objectives, a teacher must make the material
    relevant to their students. I will always try to ensure that I set the right example to my students
    not only in the classroom but in society as a whole since I also teach via the hidden curriculum. I
    must strive to become a role model to my students so as to inspire them to reach for the limits of
    their academic potential. I now view teaching as a reflective process and myself as a reflective

    practitioner and this is important since it is only by reflecting on ourselves can we fix the cracks
    and make ourselves stronger and stronger.

    Strong principles to guide your teaching. Does your work as gate keeper conflict with the
    student-centred teacher?

    You might also like