Teaching Philosophy

From Allan Gitobu
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I believe all people have unique capabilities and talents. These exceptional differences between people are expressed differently throughout all stages of human growth reflected from childhood into adulthood. Aspects of individual skills such as agility and physique have been monetized in some types of athletics as much as has the mastery of legwork in dance. It is not difficult to spot leadership and organizational capabilities in some children as they grow up, noting that those same features may be noticeably absent in other children. I believe one of the roles of teachers is to identify and nurture these differences to guide the journey of learning, making the most of their expression as learning continues. I hold that those in whom the manifestation of those features is subdued or lacking altogether are good in other areas. I believe that the school is the arena to express, nurture, support, and celebrate those unique capabilities. In this setting, as the teacher, I would facilitate the development and expression of those unique characteristics of the individual learners. My role would be to identify learners and guide them to make the most of their unique capabilities by providing an environment for their development. I would be successful when I can take note of those capabilities and can contribute to them when the individual learners can expand on their skills to bear in a real sense to the community and society in which the learner and teacher belongs.

The rose flower metaphor

A teacher is much like a farmer that prepares the land to plant seeds. Growing rose flowers is appropriate here. The rose grower determines the type of cuttings to be planted, the limits of the rose garden, preparation methods to ensure that it would be conducive for proper growth, and protection. The grower nurtures them to grow well. As the roses grow, they display their pure form in the color, shape, and smell of the buds they yield. The grower soon notices differences between the rose plants, much like a teacher observes diversity between the students. The demonstration of the nature of the plant can be slow and gradual but is not alterable or reversible. For example, once a rose flower shows itself as a hybrid tea rose, it will be distinguishable from the floribunda type. The farmer or nature cannot alter it to become a Grandiflora. Notably, like students in a classroom under the same teacher, not all roses grow at the same pace or to the same level of maturity regardless of being on the same plot or receiving similar nourishment from the same grower.


Knowledge construction

I believe students actively construct knowledge based on what they previously know. In teaching, I would like to provide an opportunity for students to explore and build new knowledge. My role as a teacher is to provide a supportive environment for the students so that they are accepting of the unique experience that is coming their way and makes it theirs through actively assimilating and accommodating new information as they learn. As growing roses appear to learn to adapt to their environment and growth conditions, so do students find their way to construct and use new knowledge created in class. In this viewpoint, learning is integrating knowledge that is built in the classroom to become applicable and usable in students’ own lives. As a teacher, I can facilitate learning in a classroom environment that promotes discovery. I would design assignments and class projects that give students a choice in how they would do them in ways that build on previous experiences.

Technology, being a creative field, could afford chances for students to choose their approaches to projects and tasks. As a technology teacher, I would like students to deliver technology artifacts that are applicable in areas of their interests. For my class assignments, I would like students to create applications that are usable in the areas of their interests. If we created mobile apps, then I would expect those given to music or art to want to develop for music, much like business-minded students or any other interest would do for theirs. I would expect them to explore ways by which technology would apply to their areas of interest. My goal as a teacher is to support that unique expression of ideas in technology to the extent that reflects learning outcomes.

Student learning goals

Students come to class motivated by different goals. They are to find a way to integrate what they are learning to what they do. My role as a teacher is to support and help guide the attainment of those goals. My favored methods of teaching are those that are collaborative and involving students. These are methods that are hands-on and that challenge the students to be open-minded, agile, assertive, and available to learn. Innovative hands-on projects are possible to do in technology courses. From a cognitive constructivism approach, my ideal interaction with students is one that allows them to bring their experiences to the class. These are methods that make me see the student as a person open to learning but also being able to bring their whole selves to the classroom as a safe place for them.

Assessments and evaluations

As an example of student interaction, I would expect the students to share their fears and expectations not just reflected tests and exams but also in direct communication between the teacher and the students. I believe that assessments and evaluations are to point out the strengths and weaknesses of the student in the matter they have learned. Courses in technology, with an artifact as a deliverable, are suitable for formative evaluation. I would provide a grading rubric of what I would expect to see at specific stages of instruction. In this assessment is I intend to observe the strengths and weaknesses of the students providing feedback and grading. In this case, I believe assessment reflects an understanding and a pointer of areas that students need to develop further.


I know the students have learned when they can apply what they have learned in tests, discussions, or any other aspects of feedback that the students have an opportunity to share. Much like well-developed roses are admirable by the vibrancy of color, students are to be assessed not only by the final product but also by the observed progress. I think I have taught well when I can get a reflection of what I have helped the students to learn back from them in summative and formative assessment. Students reflect successful learning when they demonstrate the applicability of what they have learned as solutions to real-world problems in ways that reflect their unique selves.