My Philosophy

  My Philosophy of Education

I love teaching. It is honorable and prestigious job. It is my ideal profession .I do it with great zeal, commitment and dedication. Adopting a personal philosophy was not a static process and it has taken about 30 years to shape and reshape it. My philosophy of education is based on providing authentic learning experience so that the inner being develops and the outer character is shaped. I believe that each learner deserves intrinsically rewarding experiences that contribute to personal growth. My instructional strategies aim at using oral communication, enhancing multimedia technology, and providing a variety of presentation and stimulating intrinsic motivation. Climbing the Educational Ladder As a teacher, building up a personal philosophy of education has been a journey of search and discovery. It has been also a journey of personal and educational growth. The growth experienced intellectually and socially has been phenomenal. The challenges still stimulate new demands to become a better educator. Flexibility Being flexible about adopting new approaches of educational goals and modifying teaching methods help in acquiring appropriate strategies for each learning environment. Because there are various ways through which people learn, there have been different philosophies for handling each educational setting. Each philosophy offered guiding principles and directing action plans. Some philosophies deal with humans’ interactions and with their external environments, and some others explain humans’ understanding of their inner minds. Emphasizing the role of the mental process in human development and learning has been an important principle in my teaching philosophy. This requires developing cognitive abilities through observing, questioning, analyzing, criticizing, and evaluating while responding to internal or external events. Developing this mentalist view of learning started at college while studying the linguistic theory of Noam Chomsky (1928- ). Chomsky’s (1968) theory provided spectacular potentials for the human mind. Through various mental processes, the relationship between thought and language, innate and acquired learning was revealed. The theoretical side of my personal philosophy has developed in a very rapid way over the past two decades. Connection to the sciences of psychology, sociology and anthropology added new dimensions to understanding the relevance of education in society. Building up a personal philosophy of education; however, requires an explicit vision of educational goals and effective methods for achieving them. This task also entails deep understanding of the purpose of education. This purpose can be analyzed on many levels. On an epistemological level, philosophy describes how knowledge is conceptualized. Epistemology provides the structure for methods of teaching and learning. On an axiological level, philosophy provides the basis for teaching ethics and aesthetics. On a metaphysical level, conceptions about learning experiences, activities, and skills can be shaped in a curriculum that determines how schools perceive reality. On a historical level, philosophy attempts to reveal universal truths. Philosophies such as Idealism and Realism, for instance, claim an authority of universal knowledge. Some philosophers assert human experiences and others believe that root knowledge lies in the intuitive perception of psychological nature (Gutek, 1997). Dewey’s (1916) emphasis on human association with the common, communication, and community opened new channels for human growth. According to Dewey, the common represents shared objects, instruments, and values that may arise in the context of collective experience. Communication occurs when shared experiences are framed in symbolic patterns and a common language. Combining Dewey’s philosophy with social theories helped in developing social skills. Identifying the premises of social theories affects this teacher’s views in regard to managing ability or disability groups, designing differentiated instructions, and using appropriate assessment tools. Social theorists also explain how cultures are transmitted and what tools are needed to evaluate them. I also sought new approaches to motivate students to use critical thinking and creativity. Acquiring team skills, for instance, assisted in building up learning communities. “A learning organization is one that continuously adapts to a changing and interdependent environment” (Kofman & Senge, 1993 p. 5). The integration of these social theories occurred at a Montessori’s school. Dr. Montessori (1870-1952) believed that a school should be like home, designed to provide a comfortable environment for children where they could learn with confidence. At school, self-determination and self- realization should be emphasized so that children can develop physically, mentally, socially and spiritually. “The teacher’s role in a Montessori’s school is to observe and keep the environment safe for children to grow naturally and spontaneously” I have also deepened my views on the models of teaching and learning through studying some of the contemporary cognitive and social learning theories such as Cognitive Flexibility, Constructivism, and Hypertext (Coulson, Feltovich, and Anderson, 1988; Spiro & Jehng, 1990); Functional Context (Sticht, 1987), and Situated Learning (Lave & Wenger, 1991).These theories emphasize the constructive nature of understanding the failure of the patterns of learning. Constructivism presented knowledge in an authentic context and a collaborative social interaction. Blending these learning theories with Dewey’s perspectives and current research on technology and learning opened for me new channels to create healthier and more effective learning environments.


Office Hours

Office Hours

Monday:      12:00 P.M. to 12:50 P.M

Tuesday:11:00 A.M to 11:50 A.M

Wednesday:9:50 A.M to 10:50 A.M


Courses

:The Courses I mostly Teach

English Grammar1

Eng:111

Listening and Speaking1

Eng:112

English Reading1

Eng:113

English Grammar2

Eng:122

English Reading2

Eng:124

English Writing1

Eng:125

The Courses I Mostly Taught

Criticism-1

Eng.361

Advance Writing

Eng.413

Composition-2

Eng.213

Appreciating Drama

Eng.241

Appreciating Poetry

Eng.231

Rhetoric

Eng.412

English Modern Novel

Eng.451

Contact

 

      Usman Shah Toti

 Lecturer in English

College of Education

Al-Majmaah University

  Kingdom of Saudi Arabia

Email: [email protected]

 Cell Contact : 00966-507982646

 Extension: 3538

 Office: 52-3 //// English Department

 

 

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