A Philosophy of Teaching and Learning

Michelle D. Kelly

In this essay, a presentation of what I believe teaching is, what learning is, and an

interpretation of how the concepts of teaching and learning (T/L) are interwoven. Included is a

discussion of the positive and negative qualities of teachers and an analysis of the potential effect

on learners.

What is teaching? I see teaching as a service to humanity, the gift of wisdom to be

imparted, giving a voice to a discipline and a way to put one’s values into practice. Teaching helps

me understand what I can offer the world. The opportunity to open a mind to global issues allows

me to put the social justice into action. As a teacher, I feel less helpless by empowering others to

see the potential in themselves and their world.

What is learning? Simply said, it is to know, to see, and to understand. In my view, learning is

having the tools to take the training wheels off the bike. Learning encompasses the confidence to

ride and the belief that getting back up after you crash will make you a better rider. Effective

learning means students need to have the confidence and desire to pursue new information and ego

strength and ability to embrace new perceptions.

In the analysis of how I see the connection between T/L, I have found that being in the

teaching role forces me to be a learner again and again. As I master new content and concepts as an

educator, I am aware of what students experience as they face new information. I consider the

heart of my beliefs about the relationship between T/L to be simple: I know if I really teach

effectively, I have really learned effectively. I see teaching as a way to support growth in learners,

which then translates into teachers allowing student to fail in their attempts towards mastery.

Teaching frees me to be unashamed of my mistakes and limitations. I can both be human and

assure students in their journey of learning. Mistakes, failures and harsh consequences of my
Philosophy of Teaching Learning

actions have led to personal and professional growth. As an educator, I choose to be authentic and

share that any good judgment I have probably came from a bad decision.

Qualities that teachers have can affect students positively or negatively. In the best

situation, a teacher plays a role in fostering life long learners. I believe the foremost positive

attributes in teachers are evident in people who have found their passion, can share parts of

themselves, have expertise in the real world and can explain their thinking. An outstanding teacher

is a kind a visionary that connects students to a better world that transcends today’s realities.

Contemporary students demand their education not bore them. Teachers with diverse, interactive,

participative styles that stimulate and engage students are valuable.

When I think of bad learning experiences, some common qualities in the teachers

responsible come to mind. Ineffective teachers impede vision(s), do not permit creativity and deny

students the experience of safe learning. In this teacher’s classroom, students get their training

wheels off, are handed an outline with written steps about not falling and a grading rubric. This

supposed learning exercise defines perfect performance as the ideal, excluding the experience of

learning. The teacher in this class is more interested in content than student experiences. The

phrase “that will teach you” comes to mind when I think of bad learning experiences. In my world,

real learning could not take place when the phrase “that will teach you” was used because of the

abuse of power associated with it. Bastable writes “Learning can actually take place without an

educator” (p. 76, 2003) bluntly reminds the nurse educator their role with students must be value

added.

My teaching philosophy is constructed from the core values of my belief system. The

values that I base my views of T/L are best summarized as teaching as service, teaching as a means

to a better world, and the use of empowerment to promote global social justice.

This essay provided a forum to define my personal teaching philosophy. I outlined my

beliefs about what teaching is, what learning is, and defined a causal association. My philosophy
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Philosophy of Teaching Learning

was highly influenced by the values I have toward life and my way of being in the world. This

essay was first concrete analysis of my teaching philosophy. I do feel empowered enough to

continue to look at my teaching philosophy as it relates to other philosophies and curricular

strands. I end with an almost inappropriately profound advertisement slogan from the Harvard

School of Business:

“The classes may end, but the conversations continue”.

References

Bastable, S. (2003). Nurse As Educator: Principles of Teaching and Learning for Nursing
Practice, ed 2, Sudbury, MA, Jones and Bartlett Publishers.

Freire, P. (1994). Pedagogy of hope: reliving Pedagogy of the Oppressed. New York: Continuum.

Kleiman, S., International Institute for Human Centered Caring

Retrieved February 9, 2008 from http://www.humanistic-nursing.com/

Payne, R. (1996). A Framework for Understanding Poverty. Seattle WA, AHA! Process.

Sonoma State University Department of Nursing Student Handbook.( 2007).

Retrieved February 9, 2008, from
http://www.sonoma.edu/nursing/handbooks/student_handbook_07-08.pdf