I have been told that I am a “born teacher,” but this is not the case. If anything, I was born a learner, and along the way I learned how to teach. In fact, my techniques are constantly evolving as I learn through professional development, by observing my peers, and most importantly by listening to my students. To me, a large part of teaching is figuring out how people learn. I am passionate about education because I am a constant learner myself.
My experiences as a student and as a teacher and facilitator of adult education have taught me that education, when well practiced, has the potential to open our minds and lives to the existence and importance of other people, places, and ideas.
I believe that my enthusiastic, cultural approach to teaching first year units enables learners to acquire and improve upon their academic skills in a manner that keeps them interested and motivated and requires their own critical thinking of discussion points which makes their learning their own. The results I have seen in my learners are quite positive. Many see keep in touch even though they are no longer my students and continue to communicate with me, letting me know of their academic progress and achievements.
The teaching pedagogy that I implement empowers students to learn through dialogue, team work, collaboration and problem-solving. In alignment with the teaching pedagogy, I believe that it is my responsibility to provide learners with the following:
• an environment conducive to learning,
• knowledge that will help them be successful in achieving their goals,
• feedback that they can apply to their future learning and assessments, and
• support in becoming and remaining motivated to be successful throughout their academic journey.
Of course, the hope is that a community academic environment will provide facilitators and learners with the time, space, and support to process and integrate knowledge into our lives and self-concepts to provide us with tools for continued growth.