My Psychology Teaching Philosophy

Teaching Philosophy Statement As a lecturer of an Access course, the majority of my students are adults returning to education after many years working or raising a family. Furthermore, for most of these students, this may be their first and perhaps the only Psychology course they will take. With that in mind, I have three main objectives for their learning experiences: . to increase their self- confidence in education and beyond . to provide fundamental knowledge and tools applicable to students' academic career . to facilitate the appreciation for the science of Psychology The way I actualise these objectives is by combining the various aspects of who I am, professionally and personally, as I take an active role in my students' learning. My students not only see the teacher in me, they also see the counsellor who is sensitive to the psycho-social-cultural context within which they learn, the researcher who is abreast of the current research and shares a healthy sense of scepticism by the need for scientific explorations, but most of all, they see a person who is simply passionate about what she is doing. Teaching Psychology I believe that students do not come to class as blank slates and often bring with them preconceived notions about the field of psychology. These preconceived notions may consist of false assumptions, generalisations, and ideologies that manifest into a lack of appreciation and understanding for the science of psychology. As a teacher it is important for me to acknowledge that but to also provide students with a well-informed view of psychology. However, before I can challenge them to think differently, I must first help my students see the relevance of psychological concepts in their lives. I bring psychology to life by providing examples students can grasp based on what they know of the world. I take big theories down to possible answers to every-day life questions (i.e., why have you chosen the friends you have? why do we conform to societal norms?) to make the connection between the textbook and real life issues. Demonstrations and activities are used to help students "see, feel, and touch" what psychology is all about. Because they are not blank slates, I invite students to utilise their life experiences when learning the course material. I involve students in activities, ask for examples from their lives, and allow time for reflection and reactions to the material. For example, I then bring in knowledge from research to contextualise the discussion and demonstrate how psychologists scientifically explore answers to such questions. If I can help students see the relevance and the value in what they learn in class, the desire to learn and to be challenged would not be something forced upon them. Rather, as I have found through my teaching experiences, once students are engaged and excited about the material, they will begin to proactively ask questions, think critically, and search for connections and relevance on their own. All the while they gained a better understanding and appreciation for psychology as a scientific study. Collaborative learning process I believe that the learning process is best when it is collaborative between students and the teacher. It is my expectation that students not only learn from me and from each other, but that I learn from them as well. By sharing with them my teaching objectives, students know that I am invested in them. My role as the teacher is not only a source of knowledge, but also a source of support and an avenue for other resources. Students can expect that I am approachable, available to answer questions, and genuinely invested in their academic success. I strive to be student-focused, competent, flexible, and aware of uniqueness amongst my students.

As I have learned through my teaching experiences, my role as a teacher shifts throughout the learning process. I try to find that balance between having a more directive active lead and having a more facilitative observer role. Depending on the course material, class dynamics, and student needs, the shifting of roles continues throughout the course. There are certainly times to teach and times to let the learning take place on its own. I know that students have a variety of learning styles and not all students are comfortable with making comments in class. Thus, I try to create many opportunities for a variety of types of participation to encourage less-verbal students to participate. I believe that critical thinking skills are important to student success and that teaching critical thinking through course content can improve student learning. In addition, I believe that teaching students' scientific writing must be conducted with a focus on critical thinking and the logical placement and progression of ideas. Many of my assignments in the form of quizzes, tests and papers require students to answer questions with no "correct" answer. Rather, I prefer to ask my students questions that force them to synthesise the topic and defend a position. This allows me to build practice for critical thinking into my classroom. By forcing students to fully think out ideas, and not just to take notes on my lectures, I am able to promote critical thinking skills, which I believe to be integral to future academic success. When I have students write papers, I give detailed grading criteria so that students can develop the logical structure of their argument in both written and oral communication. Finally I believe that students learn better when teachers model behaviour that they seek to promote in their students. I think that students learn from more than just the lectures and the textbook; an integral part of learning is watching the behaviour of the teacher in a variety of situations. As a teacher, I try to model appropriate classroom behaviour, the role of constructive criticism and affirmation, and a love of Psychology. Learning beyond the classroom I challenge my students to broaden their minds by enhancing their awareness of culture, diversity, and individual differences. By asking students how applicable a concept is across different cultures, I challenge them to think critically. For example, when we talk about how stereotypes can positively and negatively impact how we treat and interact with one another, I challenge them to apply what they've learned to their future interactions with others. It is very rewarding when students tell me that they now think differently and how they have used a concept learned in class to explain a particular situation in their lives. These personal applications of the knowledge gained speak volumes to the learning that takes place in my classroom. Over the past two years, I have watched many other teachers teach. I enjoy going to watch other teachers because I believe that all other teachers can teach me something through their skills and strengths that are often different from my own. One of my goals as a teacher is to never take my teaching skills for granted. To that end, I treat each group of students as a new set of teachers who can help me learn how to better meet the needs of students in the future. In the past two years of teaching, I have come to find that the three objectives I have set as a lecturer of a psychology course are ultimately what I would set regardless of the course I teach. My ultimate goal as a lecturer is to essentially create a rippling effect in the lives of my students. Not only do I want them to gain concrete knowledge in Psychology, more importantly I want them to apply the knowledge they have gained from their participation in my course into their own personal and academic future.