Statement Of Teaching Interest

Statement of Teaching (Philosophy) Interest

What do I believe about teaching?

My belief about teaching in higher and further education institutions over the years is that a lecturer is like a car salesman, or woman, who is able to sell any car in the showroom within the first few minutes (between 5 – 10 or 15 minutes) whenever a buyer calls to buy a vehicle.

Car sales people have to put in time and effort to explore research and study the specifications etc. of the cars they deal with or sell.

The more the sales person would prove and show that the car is worth buying, the more the customer will tend to buy the car. The above example, or philosophy, proves that a lecturer should prepare very well and have good learning and teaching materials

So, I give students all they need to make sure learning takes place, question and answer sections built in. Guiding students to do course work, projects, reports, assignments etc, does not mean spoon feeding them, but it is making learning take place as they undertake the coursework or the project. One minute I am lecturer, next a friend, next like one of them; so every second, minute, hour, during the teaching and learning sessions, learning is acquired or achieved by my students (my bodies). This is what I believe about leaning, and that is why I am in a teaching and learning profession environment. I engage teacher and student center learning styles in my class sessions, the student center style encourage students to look at material consistently outside learning and teaching sessions to make the most remarkable learnings. I support this by posting lecture slides and notes on-line (blackboard) this encourage students to review the learning and teaching materials after

My position as a main resource and supporter for each of my students’ does not change

How the above played out in my teaching and learning sessions

No single teaching and learning session is ever the same; each session is as unique as each student is unique. According to students' feedback in the past, they always look forward to a new play by Samuel Quashie during the sessions. I never make a session boring, dull, or mind-numbing but exciting or moving. My teaching and learning sessions are like storytelling: every story is different and should win the listener over to make the listener want to hear it over- and -over again and tell the story to themselves and others. Then learning and teaching have taken place. It was once said in Lae Technical College

Building and Civil Department, Papua New Guinea, "Your students are always laughing and happy in your classes."

How does a student's identity and background make a difference in how I