Teaching Philosophy Statement
Most students can recall the one class that brings a twinge to their eye; yes, the one subject that felt as if we were to partake in a full-out brawl for an entire semester. Within my various challenging experiences of academia from undergraduate to graduate level, I take note of the hard-working professionals who made a challenging journey seem less daunting. In my experiences even the most difficult subjects seemed survivable with the right educator at the forefront. I found a love for teaching specifically in counseling education after serving as an adjunct supervisor to master-level counseling interns. Within this setting I was able to utilize my current experience as counselor integrated with my recent knowledge of their position as an intern. This combination ignited a desire to give back to a field that I value dearly. It was in this setting that I was able to help interns prepare for their transition into the field by building their applied knowledge through supervision and debriefing. Having the opportunity to normalize and encourage the feelings of future counselors and to help train them to enter the field has been an amazing opportunity. I feel as this has given me an opportunity to pay it forward in the field that I value so much.
My Personal Subjective Lens
In creating my teaching philosophy, it is equally important for me to be self-aware and understand my epistemological beliefs to address any biases that could interfere with my ability to serve as an effective educator. Pamela Hays utilizes the addressing model to establish important factors that contribute to a person’s identity (Hays, 1996). From an introspective standpoint my age is something that I believe is important to acknowledge. I tend to be younger than the population I serve in the clinical setting. I have done well in assuring that my age is independent of my clinical ability while simultaneously acknowledging that it may be something that others take into consideration. In the clinical setting I allow clients to process their feelings around my age if it is important to them and then focus on their comfortability moving forward. If this was to arise in the role of an educator I would take the same approach. As a multicultural female I have been part of a unique minority group which has perpetuated my desire to better understand the belief system of others and gain a working knowledge and respect of differing perspectives. I believe my experience will create a positive classroom environment which promotes respect and tolerance of conflicting ideals and beliefs. This is a necessary skill set for new counselors to develop as they progress into the profession.
Professional Experience
Due to my limited experience as an educator the majority of the principles I wish to inculcate in my teaching philosophy is based on my perspective as a student. In my experience the courses which I found to be the most engaging were dependent more on the instructor and learning environment more than the subject matter at hand. As I reflect on educator attributes which resonated with me throughout the years, an educators’ authentic concern for their students and their love for teaching and helping unequivocally conveyed by the energy they brought into the classroom every day, was absolutely inspiring. I aspire to convey this message to my future students. I believe my personality to be an asset in this endeavor. Most people in my life would describe my personality as “bubbly” and I identify as an extrovert. I am thankful for these characteristics as this has aided in building relationships and working with a variety of people in different capacities. I feel comfortable working 1:1 and in a group of people which is beneficial in the teaching field. In addition, I feel at ease when having in-depth conversations with people which will be essential when working with adult learners and helping them develop the necessary knowledge and skillset for the field. While my personality has facilitated many personal and professional opportunities I have also grown tremendously from my professional experiences and training. My professional experiences range from leadership training in the Army National Guard to creating innovative ideas and overseeing training programs for Fortune 500 companies. Within these drastically different settings, the underlying principles of developing relationships and building interpersonal effectiveness were transferable. While I am thankful for the variety of my professional experiences the one I hold the dearest is my current position as primary therapist. In many ways the therapeutic relationship is synonymous to the fundamentals of an effective teacher. While there is much responsibility on behalf of the client and student, the engagement of an effective and ethical counselor and educator can facilitate a higher level of growth and motivation.
Working with Adult Learners
In my experience of working with master level interns the relationship has been symbiotic as I have been able to learn a lot from them. The primary lesson that I have valued is to how to be versatile in my teaching and supervision methods. Adult learners as a population learn differently. While for some straight and to the point works, for others they may need more time. To be effective in my teaching and supervision I made an effort to be engaging, this starts by authentically getting to know those I will be supervising. The adult learner population is different as many of them are currently working or have worked in some capacity, they have time restraints and demands but ultimately, they want respect that they deserve. Humility depending on the student can also be challenging especially since at the master’s level they have experience in higher education.
Adults on the path to becoming therapists generally enter the field with a desire to help people. What the process and field work entails may be unbeknownst to the adult learner. When pursuing a counseling degree many of the students get their first client interaction at the practicum or Internship 1 level. This transition can be daunting especially when reality looks different from expectations. For most fear sets in along with the imposture syndrome and self-doubts. While their goals may remain intact their desires may be challenged as they encounter the difficulties that lie ahead. With the proper supervision and instruction students can be guided through this challenging process and can become ethical and effective counselors.
Personal Teaching Philosophy
My teaching philosophy encompasses an eclectic approach. This eclecticism encompasses constructivism, experiential learning and a solution focused approach as the core components. My philosophy behind the integration of these various teaching methods is a working understanding of the diversity of adult learners. Additionally, when working in the counseling field the necessity for a higher level of cognitive processing and skills demonstration is absolutely essential as students prepare for transitioning into the field. These core teaching principles allow me to address learning needs while understanding the multidimensional approach that diverse students utilize in a learning environment.
To isolate the importance of these core concepts I would first integrate a constructivist approach. As students work towards a higher level of thinking it is essential that they are aware of their core constructs. The usefulness of this philosophy will transcend into their practice as a counselor. The constructivist approach transcends students into an active and engaging role as they participate in their learning process. This transition allows for a sense of empowerment and accountability as they focus on applied knowledge rather than merely reciting learned information. In such an environment, students also receive the opportunity to respect and experience diverse ideas while utilizing their own voices and responsibility.
Experiential learning compliments a constructivist approach as again the student’s participation is placed at the forefront of learning. My goal in the classroom would be for students to gain the ability to effectively apply the knowledge in the classroom setting prior to their transition into their field experience. This will allow the students and I to address opportunities they have prior to their field work and create a safe environment for questions, mistakes and change.
To oversee these principles an integration of solution-focused approach in the classroom setting will help adult learners navigate through imposter syndrome and self-doubt. Rather than extreme criticism, the solution focused approach focuses on successes and building upon those qualities. Utilizing problem solving and positive thinking to education will also contribute to empowerment and allow students to feel comfortable addressing area of opportunities within the learning curve.
My pedagogical theories follow suit to my teaching philosophy as I believe that as a counselor educator my teaching techniques should constitute a variety of approaches. I believe a strong relationship that involves trust and engagement between students and myself as an educator is indispensable to facilitate a higher level of learning. It is my responsibility as an educator to ensure that I am meeting the needs and implementing the necessary learning objectives. I believe engagement begins at the counselor educator as my attitude and engagement will set the tone for the classroom. I find value in encompassing Knowles’ andragogical theories regarding adult learning, as a counselor educator, my aim is to be clear and concise in setting the necessary expectations (Knowles, & American Society for Training and Development, 1973). Following my philosophical orientation, I believe adult learners learn effectively when they are apple to apply the knowledge and learn experientially working towards problem solving and building a stronger working knowledge of the necessary principles.
My intention in the role of a counselor educator is to set my philosophical beliefs as a foundation for growth in the classroom. Creating an environment of engagement and diversity allows for an inclusive learning environment. My approach to learning is by first understanding the various forms of knowledge and understanding. To create strong scholars my goal is to inculcate learning objectives in a way that allows to students to question their own constructs and their epistemological viewpoints. By allowing students to step outside their norm and create space for processing diverse and potentially contradicting ideas they begin to develop the necessary skills that will be essential in their field work.
Creating a Conducive Learning Environment
Teaching diversity acceptance and inclusivity begins in the classroom setting. Within this learning environment students will have the opportunity to learn about other cultures and understand how cultural values impact the way a person perceives the world around them. I have been in classes where students were given the opportunity for open dialogue regarding cultural beliefs. Creating a healthy and respectful environment of diversity will instill these necessary skills within the student population. As I plan to help students move towards diversity and acceptance I am also aware of my multicultural background and how it impacts my beliefs about the world. Coming from a multicultural background has taught me acceptance and non-judgment of others. I have learned through my own experiences how others have developed negative constructs based on stigmas and how that impacts interpersonal relationships. My goals are to help students create awareness as they move towards multicultural competency.
As in the case of multicultural competency, my primary objective in as a counselor educator is to prepare students for field work. Regardless of the subject matter at hand, my aim is to ensure that students have a significant understanding of the course material and can apply it effectively in a counseling setting. As a counselor educator, my responsibility is versatile in that it encompasses a duty to my students while also maintaining the protection of the public. Therefore, as I transition into the role of an educator following the principles of Bloom’s Taxonomy, I strive to ensure that students’ knowledge transcends into effective application of the desired skillset (Seaman, 2011).
Within my teaching philosophies, knowledge and skills assessments are tailored to diverse learners. Knowledge verification can range from standardized testing such as examinations to demonstrative knowledge such as mock counseling sessions or presentations. While some students may be gifted in memorizing information and reciting it, as aforementioned the goal is to decipher a working knowledge. In addition, students will be able to implement personal reflection and self-evaluation in their progress as well as process areas of opportunities. The benefit of having an eclectic teaching philosophy is the plethora of resources available to facilitate a higher level of learning in the classroom environment. In my practice I plan to utilize various methods of knowledge assessment to ensure that students are prepared for the counseling field prior to their transition.
References
Hays, P. A. (1996). Addressing the complexities of culture and gender in counseling. Journal of Counseling & Development, 74, 332–338.
Knowles, M., & American Society for Training and Development, M. W. (1973). The Adult Learner: A Neglected Species.
Seaman, M. (2011). Bloom's taxonomy: its evolution, revision, and use in the field of education. Curriculum and Teaching Dialogue, 13(1/2), 29–43.
