MY TEACHING PHILOSOPHY
I am a 25-year-experienced business management professional in domestic and international environments. I see teaching as involving a reciprocal relationship between teachers and students. I believe that teachers have duties to their students and that students have duties to their teachers and society in general.
I believe that it is my responsibility as a teacher to provide students with the following:
- An environment conducive to learning
- World quality information and knowledge that will help them be successful in achieving their lives’ goals
- Feedback that will help them learn
- Help in becoming and remaining motivated to be successful both in their studies and in applying their knowledge to solve problems in their lives
I also believe that my students have duties to me, to their fellow students, to the society in general and to themselves. I believe that these duties support me in fulfilling my duties to students. Thus, I believe that it is the students’ responsibility to be supportive of the teacher and fellow students by being:
- On time in the classroom
- Prepared for class
- Respectful of the environment conductive to learning
- Tolerant of different points of view
- Willing to work hard to complete course activities (All work has deadlines for students to meet)
- Willing to bring their life experiences into the class to enrich discussions and
- Willing to try to apply what they learn in class to solve the problems they face on their jobs and in their lives.
Class begins with a display of objectives of the session, followed by the analysis of a video or an Internet news article related to the content. The class then proceeds to learn the concepts and skills highlighted for the day. The last activity will be an activity which aims to test students on the topic discussed in class.
Due to the nature of the subjects I teach and the fact that most of my undergraduate students lack experience, I constantly focus on bringing the real world into the class. I accomplish that by explaining and relating theoretical concepts to current global developments and technological innovations, using analogies and sharing real-life stories and experiences.
My teaching philosophy is most related to that of David Kolb’s (1984) theory of experiential learning. Students engaged in experiential learning directly participate in concrete activities (e.g. case studies, group projects, or simulated work experiences), and then have the opportunity to critically analyze and reflect on those experiences through class discussions or debates, individual written reflection exercises, or similarly insightful debriefing activities.
Although experiential learning lessons take great effort to prepare, they tend to promote higher levels of student engagement and students generally have more fun participating in them. The result is that students not only learn important lessons, but they also have the opportunity to experiment with their insights about each topic, thus developing their abilities to apply the lessons to real situations outside the classroom.