A math ​tutor from St Andrews.

My thoughts about learning

My teaching ideology includes a range of beliefs regarding training, learning, instructors, trainees, as well as my discipline. These thoughts arise from my very own hands-on experience and representation as a teacher and learner, from researching ideas and study on mentor and learning in both my technique and higher education as a whole, from conducting my personal scholarship on training and discovering, as well as from my department development job with the rest of educators.

I think learners are ultimately in charge of their studying; while, understanding is the result of a complex communication among many aspects associated with the student, the instructor, peers and others, the material, as well as the situation or atmosphere. The process of studying (and also training) is socially constructed as "teachers" and "learners" establish, connect, and work out goals, expertise and abilities with each other.

A key to the best learning and teaching

Stressing learning of all that you and also your students (and also their peers, your colleagues, your division, as well as your institution) do is vital to the very best teaching and learning. In other words, we need constantly begin with a realisation of our study objectives and once we choose concerning a teaching-learning problem or requirement, we need to ask ourselves "exactly how will it effect trainee study and development? " It must be the key concern for choosing in all units and at all ranks of the institution.

Learning and development

Purposeful teaching and also study call for both teachers and students to be thoughtful. Tutors should be educated, not only concerning the material of their subject yet likewise about the work on training and understanding in their discipline and generally. Any individual that signs a contract to tutor ends up being morally obliged to find out all they could (as well as practice what they learn) about teaching and learning; thus, to be a scholarly instructor. Great teaching involves taking risks. Ultimately, we must assist our trainees to reflect on their learning.

Equally as good instructors are even more than "good" in their classrooms, powerful study is influenced by and also occurs outside, in addition to inside, the class. I do count on the importance of out-of-class learning experiences as well as "a seamless" study environment involving the assimilation of curricular, co-curricular, and extra-curricular elements to boost student study and advancement.

Engagement in the material

I think that procedure and also outcomes of teaching and study are considerably enhanced when instructors and learners are avidly take part in the topic and the behaviours in and outside the class. We can and have to do lots of things to enhance students' engagement, innate motivation, inner attributions, as well as self-efficacy for our courses and disciplines.

Practice, practice, practice...

... Though my mentor philosophy has continued to upgrade since then, I note that my ideology still shows the relevance of these elements: justness, relevance, obstacle, amusement, and solution.

It is also critical to listen to the opinions of students regarding the ways they believe they study our discipline.

To even more live my mentor philosophy, I define behavioural goals for my students in each course. My lessons are learning-centred. I apply varied pedagogical practices. I emphasise active and joint techniques. I offer trainees some management and selection in the training course. I do everything I can to assist trainees experience the interest for the discipline as well as the program, to end up being engaged and inherently motivated. Me and my students both think about the mentor as well as study experience. Carrying out work in the field of the scholarship of teaching and understanding is a concern for me. The need and the abilities to participate in lifelong discovering is an objective I have, not only for my students yet also for myself.