Philosophy of my teaching statement

Learning is a central position where reality and truth constantly take place, and students are active agent and conductor of transformation either by thought or by action. Learners should be forth coming in deciding what is to be learnt and how it should be learnt. Things of reality can only become known when they interact with the student. Students should be allowed to gather their own situational facts and a lecturer should provide the student with tasks in constantly evolving situations, and to use every situation as a learning experience. Learning should be a two way interaction between a lecturer and the students that should take a dialogical reflective practice of the issue under discussion. Thought experiments should serve in building new knowledge base. Practical experimentation and intervention are the essential part of studying surrounding environment and human practices in the locale. Learning should allow students to create constantly new competence to fit the contemporary situation. Education through research, group discussion and practical task should enable the students to answer WHY and WHAT to learn and WHAT the student will use learnt issues for in life. Learners should be taught to learn using scientific and non-scientific methods, and to think and act on their own initiative. As a lecturer I should pay close attention to the particularities, to the individual student and their environmental influences, so that every instructional strategy can be adjusted in light of these. As a lecturer in charge I should master a large number of different methods to support learning and to vary them according to situational needs. A lecturer student-relationship must be placed within the situation to personally experience the problems. They should organise the conflicting explanation and alternatives presented to them, and arrive at a reasonable recommendation for action. As a lecturer I should also be responsible for transmitting advanced intellectual action in the professional field. I should provide space for students and facilitate their knowledge-construction processes in relation to practical and theoretical experiments. As a lecturer I should get constant feedback from the students and students should also get constant feedback from me as their mentor. This will fulfil the mutual benefit to both the students and the lecturer and place us on the same footing in understanding the common understanding on the subject topic. Above all students and myself as a lecturer should be punctual, organised, be disciplined, hardworking, sociable and follow instruction if need be all the time