Essay Sample on Teaching Philosophy and Research Interest

Introduction

Teaching, in my view, is the noblest profession because it is the main framework through which knowledge is transferred from one to many others and helps change the world into a better place of knowledgeable individuals. The empire of knowledge can be sustained through teaching. I believe the classroom is a living community and that everyone must contribute to maintaining a positive atmosphere through which the learning process is optimal. In fact, learning is an interactive process in which I, as the teacher, learn from students as much as they learn from me. Therefore, I believe in lifelong learning where the student should develop critical thinking skills through creative writing and active participation in group discussions.

I believe learning is a lifelong event and my role as a teacher is not simply to ensure that learners have mastered the content but most importantly is to create and maintain a positive attitude towards knowledge acquisition for both personal and professional development. To ensure that the learner maintains a positive attitude towards learning, introduce useful learning activities that engage students in constructive, active, authentic, intentional, and cooperative ways. For example, I organize students into discussion groups, and at the end of the period, I allow them to ask questions. This way, the students advance knowledge-seeking beyond what they have discussed and forge ahead to gain more insights through inquiry and reflection. To me as a teacher, taking questions from learners at the end of the discussion provides insights into what the students consider to be the most significant and memorable content as well as the key concepts that students want to explore further. The act of asking questions by students makes the learning process interactive. It also encourages critical thinking because the learners digest the content critically to come up with discussion questions. Therefore, organizing students into discussion groups not only allows me to advance my intention of lifelong learning for students but also helps them develop critical thinking skills.

To further enhance the development of critical thinking among my students and promote lifelong learning, I employ real-life scenarios that involve case studies and ways of analyzing real-life problems. One of the strategies is Scenario-Based Learning (SBL) which is an effective approach that provides a framework for active learning. SBL uses an authentic context whereby problems are presented in a given sequence and choices provided that allow the student to reach the outcome. It is based on an apprehension that a learner acquires and retains knowledge and skills by being placed in scenarios where his or her decisions alter subsequent events leading to newer ones such as in real life (Mariappan, Shih & Schrader, 2004). This strategy helps me develop lifelong learning among learners by placing them in scenarios that require them to try out new events each time to reach the desired outcome thus encouraging the endless pursuit of knowledge and skills.

I supplement SBL with case studies teaching strategy to provoke critical thinking among learners. The case study teaching method is a highly adaptable teaching style involving problem-based learning and encourages the development of analytical skills. Among science students, the case study approach helps in promoting the learning of key concepts, comprehension of the relevance of the concepts to everyday life, and development of written and oral communication skills (Bonney, 2015). I use this strategy to allow students to connect subject concepts with real-world societal issues and applications so that they can critically think of how each concept connects with real-life situations.

Both SBL and case study teaching approaches that I use establish from the constructivist philosophy which suggests that humans construct meaning and knowledge from their experiences (Richardson, 2005). The case studies and scenarios that I present to the students provide experiences upon which the learners undergo to establish meaning and knowledge of the real world. Students interact in groups as they discuss the scenarios and case studies to answer questions that I set based on the case. Framing and writing answers to these questions stimulate critical thinking, as well as help learners, develop writing skills that ground a foundation for lifelong learning.

To determine whether my students have learned, I use project assessments. The project assessment tool evaluates content knowledge and skills such as creativity, problem-solving, cooperation, and innovation. Project work challenges learners to think beyond classroom boundaries helping them to develop behaviors, skills, and confidence required to thrive in the twenty-first century (Stiggins, 2004). The project, as an assessment tool, helps me to design learning environments that allow students to question, analyze, extrapolate and evaluate plans to make conclusions and derive ideas that lead to higher-order thinking. It also creates an environment in which feedback and evaluation that goes beyond number grades thus helping me to focus on proving feedback to my students rather than simply grading them.

Driven by my strong belief in lifelong learning and the acquisition of knowledge and skills, I developed a research interest in exploring the real-life application of chemistry concepts. I studied submerged fermentation on bio alcohols. My main aim in this study was to provide solutions to fuel shortages by trying to establish how liquid fuels could be prepared from readily available biomaterial resources such as molasses, cassava, and potatoes in India. Research in this area was interesting and insightful as it allowed me to explore in detail how classroom concepts can easily be applied to solve societal problems ailing the current communities. For instance, a lot of potatoes have been rotting in the farms due to a lack of market. But after researching how they could be used to produce liquid fuels, I realized that demand for the above-named farm products would even exceed its supply and not only cushion farmers against losses but further motivate them to produce more and make more income for households. The research furthered my journey of professional growth through the expansion of knowledge which I have used to enhance my teaching philosophy whereby I always want my students to link classroom concepts to the real world. Of essence in my teaching approach is the idea to help learners critically think and get motivated to go after knowledge and skills for the betterment of their lives and improving society.

Therefore, my approach to teaching is motivated by the main aim of helping students develop critical thinking skills and embrace lifelong learning to acquire knowledge and skills. I teach based on a constructivist mind where I believe that learning takes place optimally through experiencing real-life situations. This is why SBL and case studies are my favorite teaching methods. They allow the learners to construct meaning by making connections between classroom concepts and the real world.

References

Bonney, K. M. (2015). Case study teaching method improves student performance and perceptions of learning gains. Journal of Microbiology & Biology Education, 16(1), 21.
Mariappan, J., Shih, A., & Schrader, P. G. (2004). Use of scenario-based learning approach in teaching statics. In Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition (Vol. 2666, pp. 1-7).
Richardson, V. (Ed.). (2005). Constructivist teacher education: Building a world of new understandings. Routledge.
Stiggins, R. J. (2004). Classroom assessment for student learning: Doing it right, using it well. Assessment Training Institute.