Statement of Teaching Philosophy
As an educator, I continue to make a difference, as an artist, I continue to cultivate, and as a person, I continue to grow trying to become the best version of myself.
My philosophy of being a creative facilitator is to educate, mentor, and guide each learner towards a deeper understanding of the personification of creativity and facilitate the process of learning influenced by psychology (thinking), consciousness (awareness), society (environment), and belief systems (culture).
On learning
Using various learning theories, methodologies, or combinations of, I aim to guide/coach learners to help develop their skills; creative thought processes; expand awareness to individual consciousness or perspectives, and encourage reflecting on past knowledge with present knowledge to augment future learning. My learning objectives include critical thinking; self-evaluation; concept development; realization; personal response; and self-discovery. These are obtained through the learners' creative journey; inspiration; influence; the creative process itself; response to that process; and reflecting on the process either individually or in the form of a group critique. To determine learning objectives or to evaluate outcomes, evidence of learning can be perceived through a combination of various assessments (depending on the unit) mostly formative, during learning, but some summative upon completion of a unit. A learning process is a form of communication. To maintain a comprehensible learning outlook the teacher and learner must be able to understand one another. I concentrate on developing students’ concepts and communication abilities by way of learning from participation, group work, observation, perception, and critique. I believe student-centered learning is the future of education, where students choose what they want to learn. From experience, when learners choose an art topic rather than respond to one they generally have more passion, pride, and momentum when responding to it.
On teaching
I use various teaching strategies or strategy combinations in my teaching milieu. They are based upon the three domains of learning: cognitive (knowledge), affective (value and belief), and psychomotor (motor skills) as established by Bloom in 1956. Scaffolding, hands-on, demonstration, and reflection are the foremost strategies I use in my art teaching practice. Other methodologies include experiential learning, where learners are fundamentally learning from experience, and cognitive psychology strategies to comprehend how learners interpret their skills acquired, into understandable reasoning. A carefully designed, developed, created, and or interpreted curriculum can aid in this process.
With guidance, coaching, and or mentoring, learners combine and or apply their learning to life experiences (past and present) thus gaining a deeper understanding of knowledge attained and developing it into a unique personal style. It encourages learners to search deeper into their creative consciousness, producing thought processes, concepts, ideas, and visuals that are the basis for creativity.
As a mentor to learners, I engage, provoke, and encourage them to think for themselves by using open-end questioning. I guide them by providing options, advice, and knowledge/research to help them answer questions that may arise. And, encouraging them to solve their problems and then reflect upon what they learned. This creates a dialog between the learner and the teacher that focuses on the learner’s resolution.
Learning environments
Just as important to learning and teaching are the learning environments involved with this process. There are many types of learning environments. According to Western Governors University (2021) “A learning environment is more than just a classroom—it’s a space in which students feel safe and supported in their pursuit of knowledge, as well as inspired by their surroundings.”
Classroom management and design (layout, decoration) I believe, are imperative to developing essential learning environments. Depending on which activity is involved determines my seating arrangement(a lecture in rows and a discussion in a semi-circle). My goal is to create an inclusive and diverse learning environment.
Inclusive
An inclusive classroom creates a supportive environment for all learners and also supports the instruction from the teacher, it gives the learner a sense of belonging. Often a learner might feel they “don’t belong” careful instruction from the teacher can help combat this problem. I try to include all my learners in group discussions and create seating arrangements that will benefit them by creating a more diverse environment.
Diverse
Diversity means different things to different people. For me, it is the most interesting aspect of learning. A diverse classroom provides multiple perspectives from learners from different ethnicities (race), cultures (beliefs), and sexual orientations. An educator needs to provide a wide variety of teaching techniques and lesson adaptations to instruct a diverse group of students, with diverse learning needs. According to Healey (2016) quoting Fukuda
“As our world becomes more diverse, it’s important for students to understand there are multiple perspectives in life, which enriches their learning and prepares them for when they will have to work with people from different backgrounds.”
Gender Orientation
Gender orientation has become more accepted in many societies and cultures. There are still some demographic regions around the world that do not accept forms of gender/sexual orientation. According to Improving School Climate for Transgender and Nonbinary Youth (n.d.) “Our understanding of gender often happens long before our understanding of sexual orientation – it’s typically not until high school or college that many people come out.” I believe it is important for students not to discriminate or bully students about their preferred sexual orientations. However, this issue still exists. Awareness of sexual orientation and equal treatment can help. I believe it is important for educators and educational institutions to offer assistance in the form of support groups when necessary. Using the correct pronouns as communicated between the student and teacher is also a good start.
Being an educator is not just about teaching or telling students what to do, there are so many more elements involved. I believe it is important to know how to teach, interact, and communicate with your learners. I encourage self-centered learning, I want learners to want to learn not to force or trick them into learning. When learners finish my class I am confident they will have achieved creative thinking skills that they can use in any subject or situation that may arise. Being a creative person and deep thinker I try to inspire and mentor learners to be creative and deep thinkers too.
February 2024
References
Differentiation Definition. (2013, November 7). The Glossary of Education Reform. https://www.edglossary.org/differentiation/
Healey, L. (2016, November 21). K-12 school districts work to improve inclusion through teacher training. Insight into Diversity. http://www.insightintodiversity.com/k-12-school-districts-work-to-improve-inclusion-through-teacher-training/
Improving School Climate for Transgender and Nonbinary Youth. (n.d.). GLSEN. https://www.glsen.org/research/improving-school-climate-transgender-and-nonbinary-youth
Western Governors University. (2021, December 9). 3 Types of Learning Environments. https://www.wgu.edu/blog/3-types-learning-environments2111.html#close
May 2023
References
Differentiation Definition. (2013, November 7). The Glossary of Education Reform. https://www.edglossary.org/differentiation/
Healey, L. (2016, November 21). K-12 school districts work to improve inclusion through teacher training. Insight into Diversity. http://www.insightintodiversity.com/k-12-school-districts-work-to-improve-inclusion-through-teacher-training/
Improving School Climate for Transgender and Nonbinary Youth. (n.d.). GLSEN. https://www.glsen.org/research/improving-school-climate-transgender-and-nonbinary-youth
Western Governors University. (2021, December 9). 3 Types of Learning Environments. https://www.wgu.edu/blog/3-types-learning-environments2111.html#close
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