Reflection on TPI score

Blog Task 3:

 Interpretation of teaching prospective inventory

A perspective on teaching is a unified set of beliefs and intentions, which relates to knowledge, learning and the role of the teacher. According to Pratt, we may not be aware of our perspectives because it is something we look through, rather than look at, when teaching. Therefore, in this task I am going to interpret my TPI scores in relation to the framework provided with the TPI.

I believe that the five perspectives identified from the survey are less likely to be dominant for any given teacher. In general most of my TPI scores are held above 30s for each perspectives. Except apprenticeship, I have received moderate marks for all other perspectives. This indicates that I have been using these perspectives in my teaching. My TPI result also shows that I have one dominant perspective that controls my teaching. That is “Transmission”.  My back-up perspective is developmental. To my surprise, I discovered that Apprenticeship is my recessive perspective.

Being a higher secondary school teacher, my primary responsibility is to cover and present the content accurately and efficiently to my students in order to prepare them for the Edexcel examination. As a result, transmission perspective became the dominant one for me.  I also try to develop the students thinking and reasoning skills by using effective questioning and bridging knowledge with examples since the students are more matured. This may be the reason that developmental became the back-up perspective of mine. But I do not agree with Apprenticeship as my recessive perspectives. Because in my teaching, I usually encourage and motivate my students to become independent learners.

It is also found high internal consistency in sub scores will indicate how much agreement exists between what you do (Actions), what you want to accomplish (Intentions) and what you feel that is important (Beliefs). In general, I found this task somewhat gratifying, as I had come across questions and statements that I have not though before. I also found that the questions and the statements given in the TPI are very much related to the five perspectives. The dominant, back-up and recessive perspective will depend on the option we choose. If we choose the option without any concentration, sometime it is possible that there will not be any dominant perspectives.

For example, lets read the following statements.

• Teachers should be virtuoso performers of their subject matter

• Effective teachers must first be experts in their own subject areas

• I expect people to master a lot of information related to the subject

Suppose without any concentration if we choose the strongly agree for first one and strongly disagree for second and third one, it will not show the actual result. Because a teacher who believes subject content is important, also should believe that he should know subject knowledge and should expect students to master lot of information. Like this most of the statements are organized. So, if we carry out TPI with honesty and concentration it will give you a very good interpretation of your teaching perspectives. It will also help you to develop your own teaching philosophy as well.

References

Ukessay.com. (2003).Teaching and methods of teaching. Retreived from http://www.ukessays.com/essays/education/teaching-and-methods-of-teaching.php#ixzz2Ozq3U6VB

Daniel D. Pratt and John B. Collins. (2003). Teaching Perspective Inventory. Retreived from http://teachingperspectives.com/drupal/tpi/summary-five-perspectives

My Teaching Philosophy

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My Teaching Philosophy

My pledge to the craft of teaching began in earnest in 2006. After years of teaching, finally I am able to share my teaching philosophy. One of the most important concepts I hope to impart to students is that learning is a process that never ends.  Through my teaching I try to mould the character, personality and show the right directions to my students, which lead to their final destination. Through my determination, love and sacrifices, I try to show them the right path in which they become the builder of our nation.

I have learned that students have different ways of processing and assimilating information. Some learn visually; some learners do best while touching and moving (Kinesthetic); others, through auditory channels. I also have observed that in a classroom there are different ability level students as well. Due to different learning style and ability level of the students, I do incorporate variety of activities in my lessons to differentiate and to meet the needs of the students. This includes preparing varied lessons, work sheets, activities and different tasks based on learning styles and ability level.

As a teacher, I try to instruct and facilitate my students throughout the learning process by providing information and giving useful guidelines with the help of information communication technology and World Wide Web. In my classroom, I always try to create a student-centred learning environment. I often use problem solving, graphic organizers, group work, role-plays, pair shares, presentation and demonstration to indoctrinate a sense of responsibility in them in terms of achieving their learning goal.  I also try to build strong rapport with my students in order to make the learning environment more inductive and productive.

Through reflection I do identify my strengths and rectify my weaknesses to determine whether my approach is achieving its objective or not. So, I was able to alter my own teaching to meet the needs of my students. Based on school academic policy, I conduct assessment tests, unit tests and standardized term tests to check students understanding. I do also use other assessment techniques, such as group work, presentation, project works; quiz competition etc to gain a better understanding of what my students know. While assessing I do include different ability level questions, which ranges from remembering (understanding) to creating (evaluation). Being a teacher I always try to be a role model for my students within and outside the school premises. I always respect my colleagues and follow professional code of ethics in every aspects of my life. I always motivate my students based on how much they have achieved rather than how much they need to learn.

Being up-to-date for the latest information about a particular subject is very important for a teacher to achieve self-satisfaction and success in teaching.  To do so, I always look forward to take part in professional development programs, short distance module courses and educational forums and conferences to enrich my content and general knowledge. I believe that students really recognize the value of passionate and open-minded teachers, who do not only teach but learn as well.

Reference

LeoNora M. Cohen & Judy Gelbrich, OSU - School of Education. (1999). Sample Educational Philosophy Statements. Retrieved from http://oregonstate.edu/instruct/ed416/sample.html.

Western University. (2013). Examples of "Teaching Philosophy" Statements. Retrieved from http://www.uwo.ca/tsc/resources/selected_teaching_topics/teaching_dossiers/guide_to_constructing/teaching_philosophy_examples.html