Teaching Philosophy
Knowledge is seen as a journey to an undiscovered location. The teacher is the
guide leading learners down a path toward their destination. Learners are the
travelers that need to follow the path, eliminate obstacles, and overcome hurdles.
Only then will they arrive at their final destination.
As the guide on this journey, I strive to empower my learners with the knowledge, skills,
and abilities to work successfully in the Information Technology field. My responsibility lies
far beyond just the course content itself though. It is also my objective to facilitate the
learner’s development of critical thinking skills, life long learning skills, and problem-solving
skills. These skills can be utilized in everyday situations long after my courses have been
completed. It is my goal to help build a bridge between the classroom and every day life
by creating a well thought out path. To create this path I am given several tools. These
tools include articulation agreements, curriculum development, and evaluations. Along
with these tools I must consider the characteristics of adult learners and what motivates
them.
The first tool is articulation agreements. These agreements help steer me in the right
direction to becoming a successful guide. Through these agreements I am able to provide
“forks in the road” in which learners have the opportunity to decide which path they
choose to take. Although the learner’s original destination or goal may be to complete a
specific course or degree program he/she would not be limited to that with the appropriate
articulation program in place.
The second tool is the development of course curriculum. Developing course curriculum
is an integral piece of the path. The curriculum needs to consist of several different
sections. It is important that I create course curriculum that addresses who, what, when,
and how of education. The “who” is trying to determine the types of people that will be
attending my classes. It is critical to create curriculum that will satisfy the requirements of
learners from varying backgrounds, educational knowledge, and practical experience.
The “what” is the skills or knowledge that the learners are expected to know and be able to
successfully complete. This consists of competencies, learning objectives, and task
development. The “when” is preparing a curriculum that flows smoothly. A smooth flow
will ensure that each step in the learning process builds upon the previous step. Finally,
the “how” is the means of assessing the learner’s mastery of the skills and knowledge that
are taught. This includes assessment strategies, assessment criteria, and learning
activities.
The third tool is evaluation. Evaluations play a key role in my continuous improvement as
a guide. These evaluations include learner feedback, institutional feedback, and program
assessment. By examining learner feedback I am able to evaluate how I teach and my
effectiveness from a learner standpoint. This can give me insight as to which of my
teaching techniques work and which ones I need further develop. The institutional
evaluation process will assist me in balancing my educational philosophy with the
institutions educational philosophy. This evaluation will ensure what and how I teach align
with the institution’s goals and mission statement. Along with learner feedback and
institutional evaluations, it is important to assess the program as a whole. Through
viability studies, business feedback, and graduate surveys the program can be assessed
and program changes can be developed, evaluated, and implemented accordingly.
Beyond the tools, there needs to be an understanding of the adult learner. To be a
successful guide on this journey, I must be aware of their learning characteristics and how
to adapt to them. Adult learners are self-directed, results-oriented, and relevancy-
oriented learners. In addition, they are practical, require respect, and bring with them an
accumulation of life experiences. To accommodate these learning characteristics, adult
learners should be provided with assignment options based on different learning styles.
This will allow the adult learner the opportunity to choose an activity that best suites their
learning style and their interests. A flexible learning environment provides learners with a
voice as to the direction of the class without giving them the power to change the ultimate
goals. The adult learner should also be shown respect, dignity, and a sense of worth. In
addition, the adult learner has a desire to understand how the course or program will
relate to them and their final goals.
Although my role as a guide is important, the role of the learner should not be
underestimated. Since adult learners enter into a particular program with a specific
purpose in mind, they must determine their own final destination on this journey. As a
teacher, it is my responsibility to create the path that will lead them to their self proclaimed
destination. The path alone will not get them to where they want to be. They need to stay
focused on the path, eliminate obstacles that stand in their way, and overcome hurdles
that prevent them from succeeding. By taking the time to determine what each learner
has set as their personal goals, the obstacles they face, and the hurdles that lay before
them I can work to keep them motivated and focused on their goals, plans, and
achievements.
Jennifer L. Hendryx
| The Guided Journey |
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| Teaching is not a profession; it's a passion. |
~Unknown