I have been teaching for periods
of time in institutions of higher learning for the past thirty years. I chose this profession because of my desire to share
ideas and knowledge and to work with people. As an instructor in the academic as well as clinical setting, my aim has always
been to share/transfer information because this is where learning takes place. I have watched this process through the eyes
of my students and through my eyes.
Examples of this
strategy are evident in my open door/email me any questions/concerns and the Brookfield CIQ used with my lectures. Through
these avenues, my ear is always turned to the student. I learn through their eyes.
My students are my first contact in the transfer process. It is imperative that they not only
receive, but process the information I share with them. The Brookfield CIQ (Critical Incident Questionnaire) which I
ask the students complete after each learning experience assists me in gauging the information transferred. It is also
a good way for me to evaluate my own teaching.
Fink feels that it is a wise use of time to evaluate your own teaching and further, the questionnaire is the most common
method used to evaluate the student’s reaction to your teaching (University of Oklahoma, 2006). With this information,
I analyze “what worked” and “what did not work”. From this analysis (Brookfield’s CIQ)
I proceed to improve on that learning experienc, to change the teaching method and or modify the curriculum
as might be fitting so that a more positive end may be achieved at the next presentation.
My basic strategy in teaching is to impart knowledge. In order to impart knowledge there has
to be a teacher and a learner. In the class I taught in my preceptor-ship the learners ranged in ages from nineteen to
thirty. This fact decides how the strategy is implemented. According to theorist and educators, the adult learner differs
from other learners. Because of this, in the class I taught this spring, I included power point, discussion and
scenarios so that I might reach each age and type of learner. The students were engaged in laughter, singing the song
and in discussion of the material. The only draw back was we lacked sufficient time to deeply involve ourselves in the
When I use music in my classes, I often
take some of the lecture notes from that particular unit and I set them to music. This was a huge success among the students
this past semester as they very readily told me how much they loved the music piece and wanted to sing the song.
Using music in this way brings the students together and allows them to commune on the same thoughts. My personal objective
for all of the students regardless of age is to pique their interest and hold them captive to the subject at hand. Setting
the lecture or lab experience to music assists me in meeting this objective. Using these “mascot songs” has
gone over well with the students.
My philosophy adheres to ‘transfer of information’ as learning
and teaching are ever evolving.
With this philosophy
I become a more effective teacher. I believe in education.