In designing a teaching philosophy and rationale, it is important to recognise at the outset that students or learners have different abilities, needs, cultural backgrounds and learning styles. Positive attitudes are sustained when classroom approaches centre on learning and not on teaching. For them to acquire knowledge and skills, they like to be engaged and encouraged where they partake in the processes of their learning despite their cultural diversities in a global world. In other words, a learner centred approach alone may not suffice. Rather, there is a need to focus on learning centred approaches that are adaptable according to needs, abilities, cultures, and styles of learning. It is precisely such learning centred approaches that form the essence of my teaching philosophy and rationale.
A good starting place in developing my philosophy and rationale was to look back on my best learning experiences both as a student and throughout my career. The most fun lessons were usually those that enabled me to participate actively. They were lessons that allowed me to be engaged in my learning. The lessons were so enjoyable that it did not intimidate me to ask questions. No question was a silly question to encourage my learning. Through the highly motivating and thought provoking sessions in each lesson, there was always some useful idea to ponder and reflect about. The lessons would draw upon real life experiences across multiple disciplines that had application in life. There were multiple tools used in class to facilitate my learning ranging from audio-visuals, group discussions to actual hands on pragmatic sessions to enhance my knowledge, skills and aptitudes.
The short journey down memory lane reaffirms experiences that are...
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...o gather feedback from my learners about how they view the functions of finance in history given their diverse study areas and backgrounds. They will assess for themselves the core skills of the Nattukottai Chettiars as major financiers in British Malaya. This is in accord with learning centred approaches geared towards being student-centred as opposed to being course-centred as a cardinal principle for learning outcomes.
A short two minutes video presentation will allow learners to use visual literacy skills and critical inquiry together with collaborative discussions in their teams to learn about these financiers. It will prompt reflection on interdisciplinary aspects in finance and history that have room for experiential learning. The tools of visual literacy, critical inquiry and collaborative learning will bring history to life and make it enjoyable for them.
Freire, Paul. “The ‘Banking’ Concept of Education.” Ways of Reading: An Anthology for Writers. Eds. David Bartholomae and Anthony Pertosky. 9th ed. Boston: Bedford, 2011. 515-532 Print
As I said in the intro, it’s difficult to limit what we learned to three items. We have found that there are a great many factors that contribute to the functioning of the financial system and they all seem to overlap as well. It is also difficult to prioritize them. I do feel that the role of the Central Banks is important as they seem to provide the foundation on which the rest of it sits. I feel that the information within this course should be something that is taught at the high school level. People need to have a basic understanding of how the financial system works. It impacts them everyday.
MacEwan points out there are three areas which should be addressed if we want to get a handle on our financial crisis. High school seniors shoul...
Keown, A. J., Martin, J. D., & Petty, J. W. (2014). Foundations of finance: The logic and practice of financial management (8th ed.). Upper Saddle River, NJ: Pearson.
Freire, Paulo. "The "Banking" Concept of Education." 1993. Ways of Reading: an Anthology for Writers. By David Bartholomae and Tony Petrosky. 9th ed. Boston: Bedford/St. Martins, 2011. 323. Print.
Making improvements on our financial literacy results in a wave of impacts on our economy and the financial health in our society because of responisble behiavior with our finances. These modifications to our behavior are neccesary because it let's us address primary cultural problems, for example over-credits on your purchases, mortgages possibly resulting in debt, dealing with expectations on inflation and also planning on your retirement.
...t be a deliberate or by chance and that they play an important part of my teaching and the learning for my learners. As I am now aware of these principles and theories I will use these when I am planning and delivering my learning that would best benefit my learners. My focus would be on individuals within a group setting and focus on providing an inclusive learning experience that is enjoyable and supports the learners in building their motivation, confidence and self-esteem so they can achieve their outcome of successfully completing the course.
I will explain the psychology of learning and the theories I use in my practice. Analysing these theories and teaching methods will give rise, to investigating how these will help in teaching and learning ‘In a nutshell, a principle is a value, belief or ethic relating to something you do and the theory is that which explains why it works’.(Wilson 2009:350) In delivering of a lessons, educator must keep in mind SMARTER objectives.
Ehrhardt, M. & Brigham, E. (2011). Financial Management: Theory and Practice (13th Ed.). Mason, OH: South-Western Cengage Learning.
I will be discussing Learning to learn; how a teacher belief and behaviour can influence the classroom; collaborative learning and opportunities for learning. I will be providing examples of how my own beliefs and assumptions have shaped my practice and why it’s important to recognise that everyone is cable of developing learning to learn regardless of age and background.
Traditionally, the classroom is viewed as the place where teachers provide instruction to students with the purpose of students learning. There is a major responsibility placed on the teacher in this idea because teachers have to ensure that the students are not only taught all of the information required, but also that they comprehend the information that they are being taught. Higher Education is shifting towards the learner-centered aspect where emphasis is placed on the concept of student learning versus the teacher. Weimer (2013) states that “learner-centered has become trendy and something institutions aspire to be” (p. ix). Teachers take on various methods of instruction in order to ensure that students have a clear understanding of the concepts. In Weimer’s text The Learner-Centered Teaching, he introduces
The second lesson concentrates on the importance of financial literacy. There is one rule to follow so as to understand financial literacy – “Know the difference between an asset and a liability, and buy more assets.” In order to do this, you need to be able to understand and comprehend numbers instead of jus...
I could go on at length, discussing all aspects of my praxis as an educator, however, that would lead to a paper of excruciating length. These aspects of my teaching pedagogy that are delivered in this praxis statement are those that I feel strongest about upholding. It is important for educators to value their students and the perspectives and cultures they bring to the classroom. Student-centered education is what I find to be the key to great teaching, and overall, is the greatest way to allow students to value and grow through their own self-exploratory and self-directed education. Valuing and appreciating each of your students is what makes teaching such an enlightening, uplifting profession.
1. ‘Financial education helps us develop understanding and skills in financial management that are necessary for survival and success in the merciless commercial world today. It fosters financial stability for individuals, families and entire communities’. Professor Ram Karan in Financial Education Unit, 2013. Argue for and/or against this statement.
Pike, B., & Bradley, F. (1997). The philosophy of teaching: Developing a statement that thrives in the classroom. Clearing House, 70(3), 125. Retrieved October 6, 2011 from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9703092460&site=ehost-live&scope=site