Printable version

I believe teaching to be an evocative process. This belief infuses all ways in which I practise my profession. Thus I view my teaching role as one of catalyst - an activator of learning. As a teacher, my major goal is to disseminate knowledge. Within this activity, courses are planned, teaching methods are developed or refined, and learning experiences are assessed in some fashion. All of this activity occurs within the context of a personal philosophy of teaching and learning, one which embraces beliefs about: (a) self-directed, discovery learning; (b) teacher-student relationships; and (c) necessary reflection.

Achieving a sense of harmony between what I profess to believe about teaching and learning and what actually happens in the classroom is an ongoing goal. The potential for achieving the goal will always be coloured by the particular configuration of personalities, learning styles and lived realtities of the group that converges to become "a class" at any one time. I include myself in this equation. As I look back on my time as a teacher I see a pathway strewn with a variety of innovations, a few risks, a few failures and many variations on teaching techniques. All of these, however, remain consistent with certain fundamental values I hold in respect to teaching adult learners.

Critically reflecting on one’s own storehouse of knowledge and experience is an essential component for maintaining teacher effectiveness in an egalitarian atmosphere where both teacher and student share in the process of learning. Thus professional effectiveness can be linked to a base notion of self-discovery and a belief that lifelong learning is central to the practice of teaching. For example, through reflection, I have come to realize that my style of learning is based on pragmatic needs growing out of work related and personal experiences. I learn best when setting my goals and when given guidance and support to meet these goals. Real learning experiences for me have tended to be either participatory in nature or with the challenge of independent discovery, and have always respected my way of learning. As a principle, I have tended to carry this method of self-directed and discovery learning into my way of teaching.

I also believe that the nature of teacher-student relationships can be understood within an interpersonal relations framework. The teacher-student relationship focuses on helping the student gain personal, intellectual and interpersonal competencies beyond those which were held at the point of entry into the educational system. All teacher-student interactions are opportunities for learning. This perspective presumes that both student and teacher can grow through the learning process, that the teacher-student relationship is based on mutuality and that the student will be given a considerable degree of autonomy in the educational experience. By recognizing and identifying that there are constraining factors, reasonable expectations for the student can be established. As with any professional interpersonal relationship, there is an element of risk within the teacher-student relationship. This risk can be reduced when the teacher has an understanding of personal values and beliefs and is able to articulate these.

Obviously a number of relationship variables and situational influences impact on the reality of living out this way of being a teacher of nurses. Although I subscribe to a philosophy of student-centred teaching, I can never assume that the student wants to accept the level of involvement required or that the student's particular learning style will find a good 'fit' in the evocative learning climate which I attempt to nurture. Maintaining a goal and method of self-directed learning has remained a constant for me. As I edge my way more deeply into the professional activity and the craft of teaching, I find myself more committed to my beliefs about teaching and learning, and about teacher and students as co-learners. In teaching I do find, and continue to construct, meaning.

Contact Teaching Voices at: terrir@unb.ca