Statement of Philosophy of Teaching Statement

Today’s organization demands ‘future-ready’ professionals, true judgmental thinkers and continual learners. Within this developing landscape, as an instructor, exercise responsibilities ease learning to endeavor distinctive intellectual behaviors and foster excellence in skills development. It is my philosophy to help create versatile, resourceful, and result-oriented individual in a mechanical engineering discipline I have the privilege of instructing.

Encourage learners to take responsibility of their own learning. Make them active participants in the learning process. These simple statements sums up what I strive for as an instructor. According to Bloom's Taxonomy, simple regurgitation of information is the most basic level of learning but we must also make sure students are able to apply, evaluate and analyze concepts to solve pragmatic problems. Facilitative Learning i.e. learning in meaningful ways to achieve intended course outcomes is my trademark.

Therefore, I focus on problem solving rather coverage of module. Articulate goals beyond content/coverage by discovering trainees's individual learning styles; engage them in structured activities supplementing with ancillary skills, not just classroom teaching, and self-assessment exercises. Trainees’ learn best when they actively participate in the learning process and process initiates when learning is engaging and relevant. Moreover, trainees learn much better when motivated to learn by self-directed/personalized approach. I intend to elevate my trainees towards understanding, applying, evaluate and analyze concepts. My objectives as an Instructor is to develop higher-order thinking skills and make them prepared for lifelong learning. Also recreate case/experiments (active learning).

The logic facilitates Research already proved that continued employee development (learning) critical for organization success and learning orientation has positive impact on individuals and firm performance. Infuse concept that to be performer and competitive, periodic knowledge updating is essential, and so lifelong learning, finally focus on human values, care and compassion, to be better person who contributes for well intentioned. Experiences during my training will teach them far more than learning module and improve their quality of life.

I learned to apply principles of learning, taking advantage of research about how people learn, is one of my significant achievements. After exhaustive research, I perceive role of Trainer is to facilitate learning, not teaching; thereafter developed a framework, which provides a clear direction for “Facilitating Learning”. Concisely. Trainees’ learn when they are actively engaged in practice, application, and problem solving. Therefore, address a variety of learning styles to keep trainees engaged. Activity enables trainees to design learning that are consistent with educational theory and the science of learning.

As trainer, we are always learning. Researched Learning style theory advocates how awareness of learning styles affects self-esteem and thereby self-actualization. Learning style theory is concerned with the behaviors of individuals and the reasons for those behaviors, i.e. understanding trainee’s behavior. Significantly, it reflects distinctive behaviors that serve as indicators of how trainees learn, build perception, and apply learning. Moreover, theory prescribes application of different teaching-learning methods for different discipline trainees. Research advocates “Concrete Random” style learning traits for management trainees, as exhibits being different, curious, intuitive and unusual, who tend to be original, inventive, and change-oriented and often enthusiastically engage in problem solving. Trainer should try to infuse or nurture these traits, to transform novice fresher or experienced into skilled professional. Briefly learning style theory underpins trainer to facilitate the true ability of the learner. Learning happens in positive and supportive environment, by cultivating interactive environment, emphasizing critical thinking; extending cooperation for individual learning needs and motivating trainees for personalized learning and demonstrate their learning. Concisely, learning in meaningful ways to increase job capabilities thereby enhance professional performance and organizational success.