My Philosophy of Practice

I am very mindful of my position of a teacher in the classroom. It is an honour which

comes with responsibilities to the student and the subject being taught. I believe that an educator

can positively change a learner and help him grow, but, to be a teacher is to wield a double-

edged sword: one can wound as well as awaken (Pratt, 2005). Cranton believes that being self

aware is paramount to an educators effectiveness (Cranton, 2006). I am very aware that my

actions in the classroom can increase or decrease a learners confidence in themselves and the

subject. My philosophy is to teach from a nurturing perspective and like members of the medical

profession; do no harm. I did not always feel that I was a nurturing educator. I believe that my

teaching style was a combination of Pratts transmission and apprentice perspectives (Pratt,

2005). I was subconsciously modeling my teaching style after one of my favourite teachers in

high school. He mostly lectured about science. His lectures were interesting and punctuated by

jokes. He made learning fun. He did not perform any labs or practical demonstrations, however,

took you to a higher level academically by teaching more theory. I strive in my teaching to teach

a little more theory, but always have time for labs or practical demonstrations and humour. I

believe that humour keeps my learners paying attention. They do not want to miss a joke. I am

teaching an advanced course in Gas Fitting at present, and I am teaching a learner I first taught in

an entry level course. He revealed that he continued with the three year program part-time

because he enjoyed the first course in the program with me. What a complement. I also make

sure that the course is challenging enough for everyone, while trying to encourage everyone to

keep trying.

Gas Fitters in the field are constantly asked to solve problems effectively. The field is

vast and it is highly unlikely that the majority of problems encountered will have text book
solutions. I ask that each technician thoroughly troubleshoot each lab on their own and

encourage them to ask why. Why is always the bigger question, the question that leads to

deeper learning and the question that will lead them to become exceptional Gas fitters. This

concept of why is not in any Gas Fitter text that I know of. I believe that asking why is

fundamental to becoming an exceptional Gas Fitter.

I am nurturing as I give a lower level of evaluation at the beginning of the course which

most learners excel at. I find that an initial higher grade motivates learners to hold on to the

initial success by studying more and applying themselves. I also know that I cannot make

learners learn if they do not want to. I try to make my classroom welcoming, encouraging

exciting, fun and cross my fingers and hope for the best (Brookfield, 2006).

Concurrently I work in the industry, teach part-time and I am learning philosophies of

teaching the Brock program. As such, I have a lot of valuable experiences to share with my

learners that can enrich their education ( Cranton, 2006) however, I disagree that sharing my

failures will endear me to the class. I agree with Brookfield that it is dangerous to engage in

self depreciation (Brookfield, 2006). I believe that learners want to learn from someone who has

knowledge and is experienced and successful in their field.

I believe that participating in this Brock program has changed me as a person and an

educator, however, I have also realized that I also have a lot to learn.

I feel as if I am a tour guide in the class room. I am responsible to make sure that I encourage all
to complete the trip and reach the final destination of a pass mark. No matter how long or short
their individual journey has been.
Fo me, I have found that teaching is both exciting and personally rewarding and can be the
easiest job and the most difficult job within a 20 minute time-span.
 References
Brookfield, S. (2006). The Skilful Teacher: on technique, trust and responsiveness in the
classroom . San Francisco: Jossey-Bass.
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators
of adults. San Francisco: Jossey-Bass .
Pratt, D. D. (2005). Five Perspectives on Teaching and Higher Education. Florida: Kreiger
Publishing Company.