[Current] Teaching Philosophy
When asked of my teaching philosophy, I typically stand still speechless as an answer to such question cannot be merely stated in a phrase or two. I recall the first week of my classes on teaching instruction where the professor described teaching as a "situated activity," an activity that occurs in a particular context with a particular group of individuals learning about a particular subject. I remember rather vividly my reaction to that definition as I doodled on my notebook in my sophomore year of college. I said to myself, "is teaching as simple as it is defined?" There was a reason why I was enrolled in that course. I wanted to be a teacher.
I believe in open positive classroom environment where learners are not only expected to perform well in class, but also negotiate and challenge my own expectations and meaning of the knowledge. Although in second language education, we typically hear about this notion of "positive environment," I define it in a rather particular manner. A positive environment facilitates learning, voice, and agency. I do not expect my learners to simply absorb that knowledge that we discuss in class. What kind of learning is that? Can we even call it "learning"? I expect my students to be critical in their acceptance of the knowledge that I introduce in class and negotiate with me their understanding of the topics being covered. Some, nevertheless, may associate this behavior with rebellion or undisciplined students. However, learners need to be critical thinkers, which will enable them to become effective members of their societies. If learners merely absorb knowledge, how can they be liberated? I am the product of multiple systems of education: system that asks for obedience and memorization; system that asks for high academic scores; system that values independence; and a system that encourages collectivity for the ultimate good. Whereas some espoused individualism, they did not provide the tools that I needed to become rightly critical. From my experience with various systems of education I concluded that a system that does not promote self-thinking and critical understanding of knowledge does not always produce the individuals who will benefit society. Some have argued, however, that being critical is a skills that cannot be taught. Instead, it is a skill that develops overtime. Although I may be speaking in rather vague terms, I argue, nevertheless, that with the proper atmosphere and the right tools, we can teach learners how to be critical "good" learners. With that note, I end my brief overview of my teaching philosophy with the hope that visitors to my site will find the new means for delivering and negotiating knowledge and continue on in their journey of liberating and producing effective individuals.
Buthainah M. Al Thowaini
Modified - April 21, 2010
I believe in open positive classroom environment where learners are not only expected to perform well in class, but also negotiate and challenge my own expectations and meaning of the knowledge. Although in second language education, we typically hear about this notion of "positive environment," I define it in a rather particular manner. A positive environment facilitates learning, voice, and agency. I do not expect my learners to simply absorb that knowledge that we discuss in class. What kind of learning is that? Can we even call it "learning"? I expect my students to be critical in their acceptance of the knowledge that I introduce in class and negotiate with me their understanding of the topics being covered. Some, nevertheless, may associate this behavior with rebellion or undisciplined students. However, learners need to be critical thinkers, which will enable them to become effective members of their societies. If learners merely absorb knowledge, how can they be liberated? I am the product of multiple systems of education: system that asks for obedience and memorization; system that asks for high academic scores; system that values independence; and a system that encourages collectivity for the ultimate good. Whereas some espoused individualism, they did not provide the tools that I needed to become rightly critical. From my experience with various systems of education I concluded that a system that does not promote self-thinking and critical understanding of knowledge does not always produce the individuals who will benefit society. Some have argued, however, that being critical is a skills that cannot be taught. Instead, it is a skill that develops overtime. Although I may be speaking in rather vague terms, I argue, nevertheless, that with the proper atmosphere and the right tools, we can teach learners how to be critical "good" learners. With that note, I end my brief overview of my teaching philosophy with the hope that visitors to my site will find the new means for delivering and negotiating knowledge and continue on in their journey of liberating and producing effective individuals.
Buthainah M. Al Thowaini
Modified - April 21, 2010