JAMILA WOODS
Teaching Philosophy
According to Phillip Schlechty, educators cannot ‘assume that all students respond to the same qualities in the same way’ (Schlechty, 2002, p. 102). Schlechty further argues that there are at least ten qualities on which educators can work in order to engage students in the learning process (Schlechty, 2002). As such, one of my first tasks as an instructor is to address the students’ conceptions and misconceptions regarding the course design, including objectives, content, and assignments. As their belief systems are natural and may influence the teaching environment, I encourage students to share their expectations on the first day of class and throughout the course. Additionally, in order to minimize discord, I focus course content solely on relevant material and I purposely present real-world scenarios designed at allowing students the opportunity to ascertain how course content is relevant to issues within the field of social work. Another goal I possess as an educator is helping students progress from their current professional behavior to the next level of professionalism that is demanded and expected from them, as set forth within the Code of Conduct (DSHS, 2008). I encourage and expect the achievement of professional social work standards of each student I encounter. I believe it is my role to provide individual assistance both during generous office hours and within the classroom, in order to ensure that each student is academically and professionally prepared to meet the requirements of an entry level social work position within the agency of their choice. I also believe in creating an environment where the thoughts, opinions, and values of everyone will be respected in the learning environment. Aside from these core teaching principals, I also employ other teaching strategies, which are listed and discussed in detail below:
1. Design course content around each type of learning style.
2. Encourage students to use higher order thinking skills.
3. Focus lectures and course content only on relevant material.
4. Discuss scenarios aimed at presenting the application of course content.
5. Motivate ritually engaged students to become authentically engaged students.
6. Use questioning techniques designed for student participation.
7. Implement specific teaching techniques when presenting difficult content.
I design in-class activities and assignments that engage learners and allow for class participation. These tasks are designed with each learning style in mind. For example, for tactile and kinesthetic learners I use classroom scenarios to allow students to practice their skills. Auditory learners will benefit from classroom lectures and the inclusion of learning aids, such as music, and guest speakers. Finally, visual learners will have the advantage of reviewing charts and diagrams, as well as observe during field experiences. By monitoring these activities, I am able to informally assess students’ understanding of subject content as well as their application of such content.
Schlechty also mentions there are several types of learners and each may require different approaches for engagement. My approach for gaining the interest of ‘partially invested’ students, or students who appear uninterested, is the inclusion of open-ended and thought provoking questions into my lesson plans. These techniques may help foster an environment that breaks some of the traditions of students who remain ‘ritually engaged’. Ultimately, my goal is to develop a classroom of students who are authentically engaged, and who are thereby fully invested in the learning process. Other activities that may aid in producing this type of environment include the use of films, music, and field observations (Schlechty, 2002).
Aside from these basic teaching techniques which can be applied in foundation courses, there are other specific techniques on which I perform as an instructor. For example, when teaching practice, policy, or research courses, I believe specific techniques should be executed in order to foster the best learning environment and achieve the highest scores on assessments.
In teaching social work practice courses, I believe it is my role to assist students with recognizing their personal values and professional goals, and how those values and goals might limit their ability to provide services to their clients that are ethically & culturally sensitive. In addition, without diminishing their spirits, I encourage students to continually strive for professional excellence by evaluating their practice frequently, engaging in continuing education and supervision, and examining current research within their area of specialization. I focus these courses on the healthy client, to help students have an understanding of health and wellness issues relate to all types of clients, especially those that are chronically disadvantaged. I center my mental health practice courses around assessment, diagnostics, and treatment of all mental illnesses, with extra emphasis on the most severe of the mental disorders. Additionally, throughout each practice course I highlight the impact of pertinent policies, practices, ethical dilemmas, and research that impact the community of mental health. Further, I encourage discussions regarding past, current, & future community mental health service delivery systems. I believe that by briefly mentioning and discussing these subjects, the learner will gain a better understanding of the impact each discipline has on issues in the community of mental health. I value my creative skills in the area of developing and maintaining a classroom culture supportive of learning complex issues related to how mental illness affects the individual, family, social support systems, community, environment, and global communities.
Finally, when teaching policy courses, I present various forms of policy analysis models and point out the strengths and weaknesses of each model. Class activities revolve around the main objective, which is to prepare students to use reasoning when reviewing and analyzing policies. On the other hand, I believe my role in teaching research courses is that of an advocate, which is demonstrated by classroom discussions centered on the colossal influence research has on practice, policy and future research endeavors.
Despite the heavy workload in my sample course design, I sincerely believe that each course should build on previous knowledge and skills, present new and relevant content, and allow students an opportunity to apply and evaluate their knowledge. Further, by presenting students with this type of learning environment, I believe the course assignments will aid in their professional competency skills, especially written and oral assignments. Finally, I believe my approach will allow students to proceed through their adult lives with a greater perspective of the profession of social work and the necessary skills for achieving their professional goals and contributions to the field of social work.
References
Schlechty, P.C. (2002). Working on the Work: An Action Plan for Teachers, Principals, and Superintendents.
Texas Department of State Health Services. (2008).