Philosophy of Teaching Part II

Introduction

Education is a continuous process that accompanies and goes through the whole life of man, where the role of the teacher is to help the student to do himself. So; education as a frames process is very complex, because it seeks nursing students to be realized as human beings, which implies stimulating their freedom and autonomy while respecting the other; Encouraging him to learn the culture to which they have come, awakening their ability to communicate, respect and internalize the values so that with freedom to reach, participate critically and innovatively in new cultural realizations. Part of my philosophy is to promote in my students the value and individual ability for self-realization through reasoning.

My goal is to develop a critical, whole, and accomplished human being. To achieve my goal, I encourage my students to talk about their experiences and direct situations; since knowledge develops in an affective framework, of values; responds to the needs and interests of the student and therefore learning is developed from the perception of the student, in accordance with their experiences and experiences.

As an educator, I know learning can only be made successful by both instructor and learners. Being an instructor, I will serve my role of making my student get the nursing context in which they can understand the motivation of decisions made by those nursing figures and they can critically evaluate those motivations as well as getting the real essence of actions taken when they synthesize the event themselves. I always want my learners to know that emotionally and intellectually their daily life is as the result of events which were created by normal human being like themselves whom maybe in their mind come across of implications or even foresee result of their actions.

It is always my joy to make my learners understand that what they are currently learning is because of those events that have been developed by others and that have shaped the nursing career, to make sure they can handle consciously this event whenever they leave my classroom. My priority is to draw the picture of conversion between nursing and nursing actors those are being studied by my students. I make sure also dialog arising in the class as the reaction of my teaching is conducted in a mutual respect, tolerance of diversified opinions and safe atmosphere to make sure that any candid dialogs of most uncomfortable topics are discussed. Nursing has evolved over a long time and thus it is my desire that my students understand the various nursing contexts that have been carried on from time to time and which have shaped the nursing culture today.

As an instructor, I use varied methods of teachings to ensure that discussions and interactions are encouraging and do not create monotonous feeling to my learners. One of the methods that I use in classes is to request learners to prepare to play roles, I also organize case studies where the learners get to analyze various cases that require nursing principles and other applications. This also ensures my students are encouraged to be accountable for their own learning where they prepare their own questions, empower class discussion and assisting some of them to learn while preparing and presenting their short analysis in their selected reading before our class reading starts or even mutual work in case of research projects. In addition, they get a feeling of the challenges and problems they are likely to come through when in nursing career.

I also encourage my learners to engage in extensive writing where I request quick-written answers to central quizzes which in turn may develop discussion. I allow also my student to interact with me in journal writing in relation to our learning content. This helps me to know individual student capability instead of depending on examinations and combination of a huge number of formal papers (Wartenberg, 2003).

I realized that my beliefs as a teacher in the process of teaching and learning are to foster positive learning, establish the strong foundation of lifelong learning and trigger learning enthusiasm of my students. I apply diverse strategies on basic educational principles involving learning theory, cognitive and planning of instructions and assessment. I widely use behavioral theories principles to offer a vital influence based on intellectual operations and memory system processes as discussed in the theory.

My love of teaching and learning has widely developed because of following the above-discussed principles. I have also realized the benefits of sharing my passion for teaching while applying principles of learning and teaching with empathy and enthusiasm benefit my learners effectively which in turn connect them to their passion and learning in their lifelong. In our profession as Nurse educators, our mission is based on an ethic of caring for other people, sometimes in a vulnerable state, the responsibility of forming and recognizing the growth of people who play a preponderant role in the society we dream is palpable. Education not only has consequences on the lives of people, but also on the future of societies and the destiny of nations. “Educating the mind without educating the heart is no education at all.” (Aristotle).

Conclusion

The philosophical foundations in the education and practice of Nursing are aimed at training professionals who are aware of what their profession means and how they should perform ethically in their performance after graduates. The teaching function is not only to transmit knowledge as it was traditionally said or understood, but to encourage learning, that is, to be the mediator between the object of learning and the student so that he or she is able to construct his or her own knowledge. For this purpose, as Nurse educators, we must possess certain characteristics and attitudes that allow us to achieve results oriented to the achievement of academic excellence, that is, a teaching performance based on quality and warmth in the educational institution where we work. In the interaction between teachers and students, the use of standards that are the result of agreements that seek quality of life and development of the educational community is encouraged.

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