TEACHINGPHILOSOPHY

 

There a special part of my brain that is keeping a very special memory of me stepping in to a Senior 6 chemistry class in June-2016. Prior I had taught very many lessons of chemistry and mathematics however the distinct memory of this special lesson is because it was the beginning of my professional teaching. I was an O.B in this same school who had succeeded academically through all the levels of secondary education, my head-teacher who believed in me so much and some of my teachers were in the same room accompanied by my University Supervisors from Makerere University who were to monitor my pedagogical skills because to them it was just a mere Internship. However to me it meant the whole world and the sense of responsibility that struck me at that moment was surprising and overwhelming. Like I said that this wasn’t my first time in class in fact I had taught hundreds of times but on this one I realized that I didn’t really know what it took to be a good teacher beyond having content knowledge and this is the first time I realized that when in class, you have a responsibility to every one of the learners. No two individuals can have the same motivation for being in a teacher’s class, so it is all about the teacher to provide the best learning experiences that accommodate everyone in this class.

Just like my teachers had done before, I spent the first 2 to 3 years of my career focusing on the very trivial habits of majority of Uganda’s teachers and that is; effective classroom management, mastering content and looking for organized teaching notes from the so-called ‘seniors’. In Uganda, apparently such practices pay off because if you use notes from a ‘senior’, it is a form of loyalty and recommendations to other better schools become normal, the parents are happy because learners tell them how ‘intelligent’ the teacher is and how the teacher uses better notes from ‘this and that school’. My teaching evaluations were good and my department heads were always happy with my performance. However around the end of 2018 everything became constant, teaching became boring, I realized that students could even predict words I was going to say due to narrations from others that had gone through my hands. It is like I had a repertoire of sayings, activities, assessment questions and specific notes that I had to follow year in and year out and this is when things that I had learnt at the school of education about ‘the pedagogy of the oppressed’ started running in my mind once again, something was lacking in my teaching. I began to question everything.

​

What is the ultimate purpose of education? How does education contribute to personal and societal growth? How can education be tailored to meet the unique needs of each student? In what ways can students take an active role in their own learning? How can education extend beyond the classroom to engage with the community? In what ways can schools contribute positively to the local and global community? Was the content I covered of real value to my students? Was it of real value to the discipline? Were my students engaging in surface or deep learning? How could I measure what kind of learning was taking place?   I still wrestle with these questions, but now my decisions about teaching are guided by the statements outlined below that describe my teaching philosophy.

​

A Student-Centered Approach, Collaboration and Teamwork:

My teaching philosophy is strongly rooted in student-centered teaching principles. Students need to comprehend the significance of the content they are learning. I firmly believe that students should not only be responsible for their own learning but should also be equipped with the tools to embrace this responsibility. In this framework, assessment becomes an integral part of the learning process, and the distribution of power in the classroom is a shared responsibility between myself and my students. Collaboration is a key element in my teaching approach. In both large and small class settings, I encourage teamwork through activities and projects where students collaboratively tackle in-class activities and assessments, promoting collective learning. In more intimate senior-level classes, team-based term projects not only deepen understanding but also allow students to explore specific areas of interest within the broader course content. This collaborative ethos extends Education should contribute not just to knowledge transfer but to personal and societal growth.

​

Inclusion of everyone in class:

I am committed to cultivating an inclusive learning environment where every student is recognized, valued, and provided with equitable opportunities for growth. I don't teach single individuals; rather, my focus extends to everyone in my class. It is essential to dismantle the tendency to solely prioritize high-achieving students, ensuring that every learner feels empowered, valued, and capable of achieving success. This approach fosters a supportive atmosphere where the potential of each student is nurtured, eliminating any barriers to learning and promoting collective progress. I can never be that educator who narrows their focus exclusively on academically gifted students, neglecting the majority and inadvertently instilling an insidious sense of inferiority, such Educators are perpetuating a disservice to the broader educational community by undermining the principle of inclusive and equitable learning environments-and can never be me!

​

Informed Decision-Making:

My decisions about what and how to teach are carefully informed by a triangulation of factors: research on learning, my own teaching experiences, and insights gathered from feedback provided by colleagues and mentors. I firmly believe in the intricate link between learning and teaching. For me, teaching goes beyond the mere delivery of content; it involves designing experiences that foster deep learning, providing students with opportunities to practice concepts, ideas, and skills, and offering continuous feedback to guide their learning journey.The ultimate purpose is to cultivate an environment where students actively engage in meaningful learning experiences. Collaboration is not only beneficial for students but also essential for educators, contributing to ongoing professional growth.

​

Designing Optimal Learning Experiences:

Teaching, in my philosophy, is about designing and facilitating optimal learning experiences. Drawing on my understanding of how people learn and my knowledge of the subject matter, I aim to create environments that enable and empower students in their learning journey. The foundation of my approach lies in a model where student engagement and empowerment serve as the pillars. To foster engagement, I employ a blend of formal and informal, active and collaborative learning strategies across all my Units. In large KEY-STAGE 3 classes, students engage in team-based in-class activities and assessments. In smaller AS/A-LEVEL classes, collaborative term projects allow students to delve into areas of personal interest within the UNIT content.Empowering students extends beyond the classroom, promoting active involvement and collaboration.

​

Embracing a Dynamic Assessment Approach:

In my role as a high school educator, I embrace a dynamic perspective on assessment, viewing it as a continuous process rather than a static judgment tool. My commitment lies in showcasing my professional journey, highlighting transformative moments, overcoming challenges, and evolving insights gained throughout my experience as an educator. This reflective approach underscores my dedication to refining pedagogical strategies and fostering a culture of continuous improvement.

​

Fostering Collaboration for Ongoing Growth:

Teaching is not a private endeavor; it thrives on collaboration. Just as students benefit from shared learning experiences, educators, too, greatly enhance their skills by exchanging insights and expertise. I firmly believe that teachers develop and learn most effectively when working collaboratively with colleagues. The development of an expert teaching practice relies on the valuable feedback received from others. Continuously seeking out mentors and actively engaging with colleagues are integral components of my commitment to learning and growing as an educator. Embracing collaboration not only enriches my professional journey but also contributes to the collective growth of the teaching community. Embracing collaboration enriches not only individual professional journeys but also contributes to the collective growth of the teaching community.