Exploring Your Own Conceptions of Teaching and Learning/Teaching Philosophy Statement

I believe in focussing on what is relevant and discarding what is not. I value quality over quantity and evidence of critical thinking over mere memorisation (Ennis 2004, Norris 1985). There is considerable evidence to suggest that engaging students in active learning rather than passive listening improves both the speed and quality of their learning. (McKinney 2008, Prince 2004, Felder 1992,TA Consultants undated). Consequently, I try to make my classes as active and participative as possible and, as a teacher, seek to create a classroom milieu that encourages active participation by way of discussion, role-play and student presentations.

When, however, the most pressing need of my students is to receive vital information as quickly and effectively as possible, I seek to supplement my lecture with handouts and OHTs that help them to identify the key learning points and prompt them to consider key questions.

I expect students to contribute to the overall learning of everybody in the class by taking part in classroom activities and being willing to act as a critical friend to their peers (Loke & Chow 2007, Boud et al 2001). I also expect students to attend all classes, arrive punctually and to meet all assignment deadlines.

Above all, I expect students to take responsibility for their own learning by applying themselves to the goals of the course and to working with their fellow students (Aviram & Yonah 2004, Boud 1988).

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