A Personal Philosophy of Teaching: To Teach is to Learn

When I consider the inquiry, what is my doctrine of attainment I would differentiate it was summed up in five words To uplift is to get word. Get downing from the read of the definition of the verb to try, as to leave experience or accomplishments ( Dictionary.com, 2010 ) and collaring as to breed cognition of or expertness by survey, direction or fork out got ( Dictionary.com, 2010 ) I would reason that although we whitethorn larn by a compartmentalization of agencies, except to be adapted to ascertain we must all first-year be students.In my hubris, I would project liked this to hold been a statement of a completely original thought, but this is non the instance Docendo Discimus ( by larn we learn ) is ascribed to Seneca the Younger ( in Stone, 2004 ) . I believe that waiver a good teacher requires one first to be a good scholar and this is an r invariablyberation of the words of Josef Joubert to learn is to larn twice. ( Answers.com, 2010 )I feed arri ved at this picture, because of my virtuallyoneal engender. To go a good instructor, I would speculate that one time we are ready to learn, we have achieved a grade of apprehension by larning, which en fittings us to pass on this to another(prenominal)(prenominal) item-by-item. My experience has been that whenever I have taught another individual, I have ever been clear in my ain head that I must really understand the topic that I am learning beforehand.This thought is borne unwrap and demonstrated in some of the modern demeanors of learning including clinical accomplishments, much(prenominal) as that set forth by Lake and Hamdorf ( 2004 ) when they describe an effectual method of learning clinical accomplishments integrating observation, contemplation and feedback in add-on to stairss whereby cognition or accomplishments held by the instructor are demonstrated and hopefully transferred to a pupil. However, this method begins with an premise and incorporates the concept th at the instructor has already learnt a execution or cognition and is able to ground their apprehension to another who shag so continue to perpetuate the cognition to another scholar if they are an able adequate instructor For the interest of statement, we could see that it whitethorn be dealable to prosecute in the procedure of learning without cognition. Whilst Ramsden ( 2003 ) may be able propose directs in effectual steering, albeit in a University scene, without considerateness of the proviso of cognition to a pupil, in pattern when learning for illustration utilizing a technique such as the five-step microskills theoretical name described by Nehar et Al ( 1992419-424 ) , this procedure still requires the instructor to hold cognition to learn general regulations and recognise and right errors. Removing these facets from the technique though and we are unexpended with a theoretical account that has some similarities to procedures inside independent larning. This giv es consideration to the thought that learning is improved by counsel by a k directing instructor.Personal Experience Self Directed Autonomous LearningWhen I was a 13 twelvemonth old male child, I stopped go toing mainstream schooling. This was a consequence of household circumstance, but similarly to some consummation a consequence of my male parent s positions of instruction, which included thoughts well-nigh existential and independent acquisition, shying off from the pedagogic behavioral theoretical accounts of larning and his belief I could larn in a different manner.I was now in a state of affairs where instructors were no longer preface teaching me, although I remember a conversation with my male parent, when I expressed my anxiousnesss I would non be able to larn, that he would happen somebody who had sufficient cognition or experience to assist me, for illustration in analyzing Gallic rather simplistically, he would inquire a friend who radius French to learn me alth ough with the caution I would learn them English At the clip this seemed to me to be unjust, but now in hindsight whether he knew it or non, it would look my male parent ascribed to Social Development Theory as described by Vygotsky ( 1978 ) , with the engagement of a More Knowing opposite to steer me by and through my independent acquisition as required, with a rule of reciprocality in the midst of instructor and pupil. Consequently, non exclusively was this a different manner of acquisition, this became my first experience of instruction, where I as an stripling was the to a greater extent knowledgable, with work out to talk English than my big pupil However, this seldom arose and I was fundamentally in a place to larn what and when I wanted, holding certificate of indebtedness for my ain surveies, which could be described as ego directed, which as described by Malcolm Knowles ( 1975 18 ) is a procedure in which individuals take the enterprise, with or without the aid o f others identifying human and material resources for larning .Reflection Adult Learning PrinciplesThis experience highlighted for me that a differentiation between larning as a kid or an gravid is slightly arbitrary. I understand now that at this clip I was successful, non because I was intelligent, clever or resourceful, but because to be able to larn at this clip I held some personal properties which are frequently described at bottom grownup larning rules including a preparedness to larn, motivation to larn, increase liberty and autonomy. How I came to hold these properties is ill-defined to myself, but I think it would be improbable to be the consequence of instructional instruction, but more likely to be a procedure happening during growing and emergence with the acquisition of experiences. I would reason that the amount of my experiential acquisition to this request contributed to these properties.In rule hence if these properties were apparent or could be advance in an person, it could be argued that we could wholly be self directed scholars, pickings duty for our ain acquisition and independently could draw a form on to so pass on our cognition or accomplishments to others i.e. Teach. I would reason that through the procedure of larning we are able to go more cognizant of our ain ability as described by Kolb ( 1984 ) , the pulsation of larning through experience, includes contemplation and I would propose that during this phase of an person s acquisition there is the possible to recognize their ain competencys, including whether they could pass on their competency to another individual.Why is learning larning?To depict the phases of learning with an person, I would state this includes measuring what they already know, theoretical account by illustration and institute what they should cognize or be able to make, research what they have begun to larn and begun to inquiry, usher to back up them geting more cognition or show apprehension o f what they already know and disputing them to prove that cognition has non merely been learnt but can be applied.Within the procedure of learning there is non merely an risk to show competency in our cognition and apprehension of a topic, but besides to go on to larn.The features of grownup larning describes procedures by which we may larn through experience and contemplation. In relation to learning another individual, we have an chance to prosecute in a rhythm of larning through the experience with the potency for contemplation which enables the instructor to go a scholar besides. To show apprehension and that acquisition has been achieved, I believe the procedure of instruction can play an of import function in showing an person s competency.Returning to the subject earlier in the debut warble the instruction of clinical accomplishments, there is a focal point within these learning methods that for the acquisition of accomplishments, the function of the instructor is to ease m otion through phases or a rhythm of larning from unconscious incompetency to unconscious competency. ( Lake and Hamford 2004 ) . This distinctly follows on from the work of George Miller ( 1990 ) who proposed appraisal models for measuring competency within a clinical scene. It should be noted that within some learning methods there is the incorporation of contemplation and feedback which enables an chance for a duologue between the instructor and the student and would organize the footing of a learning experience for both parties.Feedback and contemplation are clearly distinguishable concepts. I see contemplation as a procedure of internal duologue with oneself, which occurs for everyone succeeding(a) any interaction within our environment. With Kolb s theoretical account of experiential acquisition, wistful observation is an indispensable constituent, enabling processing and integrating of thoughts.Feedback is the receipt of societal interaction from another, which enables us to measure ourselves, in footings of our public presentation, functions and potency and supports and enables internal contemplation. I think feedback has an of import function in bestow to us separately being able to measure our personal maturation and provides us with an indicant as to our degree of competency.The thoughts within the theoretical account of four phases of larning from incompetency to competence appear inexplicably enmeshed with rules from grownup acquisition and experiential acquisition, including constructs of self-awareness, motive and that without contemplation there can be no patterned advance through the phases.For a pupil, I feel that the procedure within feedback facilitates persons to travel from a place of unconscious incompetency to conscious competency. Ultimately, the ability to consciously concentrate on our ain pattern enables us to larn and accommodate to new state of affairss and challenges within our environment.When this is extrapolated to the f unction of instructor, to be in a place to learn another individual would hold begun with a journey from unconscious incompetency, and through acquisition and contemplation have become consciously competent. I would propose though that as a instructor, due to the mutual nature of the interaction with person acquisition and as a effect of brooding observation of the results of instruction, passage between the competence phases would happen, as the instructor learnt farther accomplishments in communicating with their pupils and would ensue in unconscious competency.Hence, the procedure of learning itself can ease continued larning for an person who is engaged in learning. An person to whom this procedure applies would go competent all over clip. This poses a inquiry though that one time an person has learnt something and besides can show or pass on this to another individual ( Teach ) , has the acquisition of this province of understanding resulted in the surcease of experiential acq uisition? Would at that place be any farther motive for an person who was unconsciously competent to go on to larn accomplishments or knowledge? Whereas the theoretical account of four phases of larning includes a measure of spillage of competency, it does non turn to the continued possible experiential acquisition of an person who is unconsciously competent. Logically, we can neer be to the full cognizant and knowing slightly everything and therefore we will ever be unconsciously unqualified to some grade, so at that place will ever be the chance to larn more. An consciousness of our ain restrictions, through a procedure of contemplation, could be thought of as a farther phase in the phases of larning brooding incompetency, whereby we can place shortages in our apprehension or abilities which require us to return to a province of witting incompetency. I would propose that this is a procedure which finally drives our continued acquisition, that realization thrust us, fuel us to g o on to larn.DrumheadI have described that my doctrine of instruction is that to learn is to larn. I have described how single acquisition may be self directed, but besides benefits from counsel from others and that the procedure of trying to learn is rooted in foremost larning. I have described that rules of experiential acquisition may be experienced by a instructor and impact upon their ain acquisition, with procedures of contemplation and feedback. I have described how these mechanisms may enable the development of increasing competence.In decision, I would depict a good instructor as an person who has learnt, synthesised and integrated cognition and skill into apprehension, which they may convey to another, whilst being cognizant they themselves have shortages within their cognition base, a province of brooding incompetency, which does non suppress them from researching further their ain acquisition. We can merely learn when we have learnt and we can merely learn what we have l earnt.