ABOUT ME

WHAT IS A TEACHING PHILOSOPHY AND WHY IS IT IMPORTANT?

A teaching philosophy encompasses the values and beliefs that affect the way a facilitator approaches adult learning.

 

Understanding one’s teaching philosophy is vital to conducting successful adult training. There must be a clear understanding of one’s values, beliefs, and attitudes to ensure an organized vision, while providing direction, stability, and understanding of why we teach the way we do (Galbraith, 2000).

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WHAT IS MY TEACHING PHILOSOPHY?

My teaching philosophy revolves around three core principles: authenticity, safety, and retention of knowledge. I believe that these elements are essential in creating a supportive and effective learning environment for adult learners.

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Authenticity is critical to building trust with my learners. Instructors need to be allies to their students, grounded in honesty and openness. For me, this means establishing genuine connections by sharing a bit about my background, interests, and experiences, and inviting learners to do the same. It’s also important to be transparent about course goals, curriculum, and any changes that come up, so learners feel secure in the classroom environment.

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Safety is another cornerstone of my approach. I know that if a learner doesn’t feel safe—both physically and psychologically—it becomes much harder for them to fully engage. I aim to create an environment where mistakes are viewed as part of the learning journey. I acknowledge every contribution and make sure respect and an inclusive environment are at the forefront of classroom interactions. My goal is for learners to feel comfortable enough to take risks, ask questions, and explore without fear of judgment.

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Finally, retention of knowledge is the ultimate goal. I want learners to leave my class with knowledge they can readily apply. I find that when learners can see the real-world relevance of what they’re learning and connect it to their prior experiences, they’re more likely to retain it. Incorporating strategies like teach-backs, progressive sequencing, and reinforcement help reinforce their learning, making it “stick” in ways that are meaningful to them.

 

In summary, my teaching philosophy is about creating a classroom where learners feel valued, respected, and empowered to grow. Authenticity, safety, and retention aren’t just buzzwords to me; they’re the foundation of an environment where adult learners can genuinely thrive.

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ADDITIONAL RESOURCES AND REFERENCES:

• Galbraith, M. (2000). Philosophy and the instructional process. Adult Learning, 11(2), 11-13. ERIC Number: EJ624327.

• Brookfield, S.D. (2006). Authenticity and power. In P. Cranton (Ed.), New Directions for Adult and Continuing Education: No. 111. (pp. 5-16). Jossey-Bass.

• Chao, R. (2009, November 6-8). Understanding the adult learners’ motivation and barriers to learning [Paper presentation]. European Society for Research on the Education of Adults, Thessaloniki, Greece. http://www.academia.edu/1267765/Understanding_the_Adult_Learners_Motivation_and_Barriers_to_Learning

• Clapper, T.C. (2010). Creating the safe learning environment. PAILAL, 3(2), (pp. 1-6). https://www.researchgate.net/profile/Timothy_Clapper/publication/257835881_Creating_the_safe_learning_environment/links/59e0e051aca2724cbfd6b8d1/Creating-the-safe-learning-environment.pdf