My interest in teaching comes from a love of learning. I believe a good teacher cannot begin or continue to inspire learning without being a learner. A good teacher must constantly up to date his knowledge. Learning is an active process and process of learning is just as important as content. My philosophy of teaching developed from my experience working as a university teacher and educator. During these years my approach to education has shifted from an emphasis on my teaching, to a more focus on student learning. I believe that the main teachers’ mission is to provoke students’ enthusiasm to learn, and when it happens it is guaranteed that foundation of lifelong learning is established. So my main goal is to give them the curiosity and skills that will allow them to actively participate and engaged with the material are crucial to learning.
As the main essential educational principles are curriculum and instructional planning, teaching strategies, and assessment, I plan and implement lessons that clearly identify the lesson objective, strategies for effective student engagement, and assessment options to measure student mastery.
Curriculum and Instructional Planning: I believe as a teacher, it is my responsibility to know the students more, what kinds of knowledge and experience they have, and what they are willing to achieve so that I can tailor a curriculum that fits their needs. This policy helps me to build connections between what they already know and the new understandings they seek to produce. I develop a course plan with ideas for how to give students the practice that will make it possible for them to achieve the course goals.
Teaching strategies: I choose different instructional strategies to promote students’ curiosity about a subject, to engage the students in learning and to examine critical thinking skills. When students are engaged, their learning is not just dependent upon the amount of the delivery of lectures, but rather different kind of teaching strategies should be designed to meet the needs of a range of learners. I promote students to actively involve, think and question the material presented to them and apply their knowledge when cope with a client. In any class I teach, I hope that students will be able to utilize the course material in their own lives, and apply abstract theories to manage a client problem. I think this approach can empower students to process concepts in ways that are meaningful to them. I always encourage students to question what they know that results in classroom discussions and also I identify some common misunderstandings. I believe that a teacher is not a giver of knowledge but rather a facilitator or a guide for students.
Assessment: There are numerous options to accurately assess understanding of course content. I have developed different types