This morning, Jeffrey Nugent, Laura Gogia and I met to debrief last night’s GRAD-602 class, and decided to discuss our perspectives on teaching as a podcast. Last night in class, our students had shared their results in taking the Teaching Perspective Inventory, and the three of us had conducted that activity as well. The dominant perspective in our room was Apprenticeship (11), followed by Developmental and Nurturing (6 each), Transmission (4), with none in the perspective of Social Reform. Our students also shared traits of teachers who had made a difference in their lives, and this surfaced some tensions between the desire for humanistic ideals and the realities of institutional pressures.
With that as a backdrop, we each noted in this podcast a teacher in the past who had an impact on our lives, and then explored further how our perspectives can serve as a lens for articulating our philosophy of teaching and learning.
Have a listen…
By the way, my own TPI results had Nurturing as the dominant perspective, with Transmission and Social Reform as recessive.
On the Teaching Perspectives Inventory website, my dominant perspective is interpreted as follows:
“Effective teaching assumes that long-term, hard, persistent effort to achieve comes from the heart, not the head.
People become motivated and productive learners when they are working on issues or problems without fear of failure. Learners are nurtured in knowing that (a) they can succeed at learning if they give it a good try; (b) their achievement is a product of their own effort and ability, rather than the benevolence of a teacher; and (c) their learning efforts will be supported by both teacher and peers. Good teachers care about their students and understand that some have histories of failure resulting in lowered self-confidence. However they make no excuses for learners. Rather, they encourage their efforts while challenging students to do their very best by promoting a climate of caring and trust, helping people set challenging but achievable goals, and supporting effort as well as achievement. Good teachers provide encouragement and support, along with clear expectations and reasonable goals for all learners but do not sacrifice self-efficacy or self-esteem for achievement. Their assessments of learning consider individual growth as well as absolute achievement.”
I plan to update my “Philosophy of Teaching” this semester as this course unfolds, and this exercise has given me some fodder to chew on. Through what perspective(s) do you view teaching?