TEACHING PHILOSOPHY.
As an adult learner, I am aware of differences in cognitive development within myself and others (Svinicki & McKeachie, 2014). Generational attributes, cultural backgrounds, and various life experiences add layers of complexity to meeting students’ needs. Personality characteristics and disabilities also affect how students and teachers communicate in classroom environments. I have a person-centered approach to teaching and counseling which I believe is helpful in facilitating a trusting atmosphere where individuals can communicate and feel heard. I am generally very comfortable listening and providing ways for others to communicate.
Kolb’s experiential learning model suggests that learning occurs in stages that begin with concrete experiences, reflective observation, abstract conceptualization and active experimentation (Svinicki & McKeachie, 2014). Experiential learning is appropriate for adult learners and leaves room for adaptability and creativity. In-class simulations, role playing, and demonstration of therapeutic techniques are some of the ways in which experiential learning can benefit adult students. Experiential learning should align with course objectives and students should understand the purpose of it. Opportunities for students to reflect on what they have learned through interpersonal sharing, journaling, and creative activities are ways in which students can process and integrate new information.
Research suggests that institutional and familial support are instrumental to persistence in graduate programs, especially among female doctoral students in distance education (Rockinson-Szapkiw et al., 2018). Mentoring and role modeling scholarly development, identity, self-care, and balancing professional and family roles are important aspects of supporting graduate students in their degree programs. Providing a vision for what students can become cultivates persistence in degree completion. Helping graduate students find meaning and build upon strengths in our multiple roles as wives, husbands, mothers, fathers, daughters, and sons facilitates resilience and persistence throughout graduate education.
Because technology is both an instructional tool and advocacy measure for reaching adult graduate students, instructional design should include technology that supports learning outcomes (West et al., 2013). Purposeful interaction and support for students should be planned in terms of developmental scaffolding and meaningful activities that are aligned with course objectives. I like having a flexible style of teaching that is adaptable to student needs while holding high standards of ethical behavior that facilitates growth and development (Svinicki & McKeachie, 2014). I want to foster a positive and empathic learning environment that encourages communication between students and myself in helping to overcome technological barriers.
ACA (2014) standards require gatekeeping and consistent evaluation of counseling students. Criterion-referenced grading is a way to create a positive and cooperative learning environment to help students avoid comparing themselves to others competitively and also provides a way for teachers to demonstrate agreed upon standards for the profession (Svinicki & McKeachie, 2014). The aim is to find constructive ways to engage counseling students that truly benefits their well-being while also building a professional culture of mental health.
References
American Counseling Association. (2014). American Counseling Association Code of Ethics. Author.
Rockinson-Szapkiw, A. J., Sosin, L. S., & Spaulding, L. (2018). Does family matter? A phenomenological inquiry exploring the lived experiences of women persisting in distance education, professional doctoral programs. International Journal of Doctoral Studies,13, 497-515. https://doi.org/10.28945/4157
Svinicki, M. D. & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Wadsworth, Cengage Learning.
West, J., Bubenzer, D., Cox, J., & McGlothlin, J. (2013). Teaching in counselor education: Engaging students in learning. Association for Counselor Education and Supervision.