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“To teach in a manner that respects and cares for the souls of students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.”
-Bell Hooks |
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| Teaching Philosophy |
My approach to social work education seeks to expose students to a variety of experiences that will deepen their understanding of the principles of social work and help them develop as practitioners in the profession. I consider myself lucky to have found a passion in clinical work and attempt to bring that passion into the classroom. I create a classroom environment that allows students to construct their professional identity while recognizing that their own experience and history will enhance this educational undertaking we work to create together (Knowles, 1970). With this in mind, I develop a class with experience-centered education that will facilitate connection and a safe place within which a student can critically reflect on their experiences of power, privilege, and oppression. By encouraging respect and tolerance for differing cultural identities, students begin to see how their shared history influences each other and can impact their professional practice. By beginning this dialogue within the safe space of the classroom, students are able to develop the skills of addressing conflict, embracing difference, and using these as an opportunity for learning and growth.
What is your passion?
Freire believed that education was transformational. He stated that learning is a process where knowledge is presented to us, and then shaped through understanding, discussion, and reflection (Smith, 1997). With this in mind, I attempt to facilitate the student's learning through educational experience that use dialogue and reflection. I use evidence-informed practice and research to empower students to identify their own passion. Both theoretical and experiential approaches are integrated in the course through lecture/discussion, activities, work in small groups, a community-based activity, and finally, a presentation of a clinical case that will illustrate their commitment to the field. In teaching a class on diversity these learning experiences will help the student evolve into a strength-based practitioner with interpersonal skills and clinical judgement to offer to their clients and the social work profession. In order to gauge the student's learning experience I attempt to use an ongoing evaluation process by having student's identify what they have learned or appreciated most during the week, and what is the muddiest or most uncomfortable concept for the week. By doing this, I allow the student to teach me. Reciprocity of ideas seems to me create a collaborative classroom. Finally, I hope that my relationship with the students sets them on a path of lifelong learning. My passion should spark their desire to pursue their own interests and strengths. Their development as practitioners sensitive to diverse perspectives will then be my contribution to the field of social work.
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Bibliography
Knowles, M.S, (1970). The modern practice of adult education: Andragogy versus pedagogy. Englewood Cliffs: Prentice Hall, Cambridge.
Smith, M.K. 91997, 2002). 'Paulo Freire and informal education', the encyclopedia of informal education. |
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