Styles and Perspectives

Online classes have started. As a preliminary activity for the first module, we were asked by our instructor to take two short tests in order for us to find out what our teaching perspectives and styles are.

As a teacher, I want my students to have as much enthusiasm for my subject as I do. Whenever I find that kids have a hard time understanding lessons, I take the time to revise my plans and have a lot of activities that will help tem master the concepts and skills they need. This is because I want them to be well-equipped and prepared for when they step out of high school and go out into the world.

I also model work attitudes and remind them about being passionate with whatever they do. I sometimes use personal examples to help students relate better with what I am trying to teach and to help them understand better. I also draw from their own experiences and realities in order for them to be able to make sense of topics and concepts.

According to the Teacher Perspective Inventory, I have a dominantly Apprenticeship perspective which is why I try my best to come up with authentic tasks set in real-life situations. My nurturing perspective influences how I relate to my students and my developmental perspective fuels my desire to see them become skilled and competent.

Ideologies often influence how we see the world. In this case, my perspectives in teaching inspire my teaching styles in the classroom. It is important for us to take a step back from time to time and assess how we our performing and how well our audience – that is, our students – are learning.

As a Science teacher, I encourage my students to think outside the box to find new and better ways in doing things and solving problems. In my classes, I get a mix of students with different learning abilities, intelligences, styles, and needs. Being open to other perspectives and teaching styles is important if I am to address my students’ needs as effectively as I can.

You can take the Teacher Perspective Inventory (TPI) here and Grasha-Reichmann’s Teaching Style Survey here.



Experience is the Best Teacher 2.0

I was supposed to post an entry about experience (read length of time on the job) being made as an excuse for slacking at work about two weeks ago, right after I posted my homework for Module 1 in Moodle.  I thought better of it because I did not want to make my fourth post sound like a gripes party. 

As I was reading the discussion on Theory in Module 1, there was a passage that struck me. It read, “Although it is often claimed that experience is the best teacher, it is also frequent to misinterpret what we perceive. Tendencies to protect one’s ego and self-esteem stand in the way of making objective conclusions from personal observations” (Introduction to Theories of Learning, n.d.).

I could not have agreed with this statement more.  In some cases, experience prove indispensable when performing a task.  In nursing, for example, you can learn everything about a certain illness all you can but it is the experience you gain from years of practice that actually helps you to become attuned to your patients’ needs.  In other cases, the highlighted sentence from the previous paragraph can also be true.  Oftentimes, as I have sometimes observed in my years working, there are those people who get sidetracked by their position or blinded by their ambition and their pride in having worked longer (in a specific place of work) than somebody else. These people are the ones who spend more of their time fussing about how you should do your job just to hide the fact that they are not doing theirs. Though I agree that tenure deserves a fair amount of respect, it can also become the very reason why double-standards exist in a workplace.    

Now, I shall end here lest this post turns out the way why I actually decided not to post that other post I was talking about earlier. 🙂