Personal Philosophy of Teaching

In teaching, there are various values and beliefs which I believe can make teaching effective and exciting. Upon reflecting on my experience as a student, I think that teachers can accurately integrate most of the teaching values and beliefs and deliver the content perfectly. Through my studies as a student, I have seen the importance of using effective teaching methods and strategies to disseminate knowledge to the students and maintain their interest in the lesson.

I believe that learning occurs when we gain a mental grasp of the subject taught. This happens when one hears about the subject, makes sense of it, and relates it to our current understanding and skills. It involves teaching subjects that the students can relate to in their life. For example, when a teacher teaches wound cleaning and dressing, the student has first to have a mental grasp of the subject, understand how a wound is cleaned and dressed, and have a practical part of the lesson to increase their understanding. As Namada (2018) notes, the practice makes the student internalize the subject as they are actively involved in the practical part, increasing their knowledge and improving their skills.

I also believe that learning can only occur when the students have the will to learn. Learning involves having the will to learn since understanding is impossible when we do not have that will. Even when the instructor gives all the necessary information and encouragement, the student has first to develop that sense and willingness to learn so that learning can occur (Namada, 2018). For example, not every student learns during the hours or minutes of instruction in any lesson taught. If every student had that will to learn, they would understand the subject and put it into practice, and there would be no need to have students repeat the course if they fail.

As an instructor, there are some goals that I would set to guide my teaching and instruction if I were to teach. One of the goals is to use more interactive lessons. Researches show that active and interactive learning sessions are more effective in facilitating student learning than traditional lectures. My goal would be to use interactive reading tools such as videos and different presentations that involve the students in the lesson to promote their understanding. Another goal would be to make frequent assessments to evaluate the students’ knowledge of the subject. It is a perfect way to know areas well covered and those that need reinforcement. The last goal would be to improve my teaching skills as an instructor since learning is a lifelong process. Therefore, I would have to renew my teaching skills using professional resources that would help sharpen my teaching ability and skills and get the students’ attention as an instructor (van Braak et al., 2022).

There are specific teaching strategies that I believe can effectively facilitate teaching. One of the practical teaching strategies is active learning. In this strategy, the instructor has to engage the student in the lesson by asking them questions related to the topic of study, which increases students’ participation in the learning process. The instructor has to embed this teaching strategy in every lesson taught since it promotes students understanding through their participation. Methods applicable in this strategy include problem-solving, group discussions, and think-pair-share activities. According to Senthamarai (2018), these activities enable the students to participate in the lesson actively and improve their understanding.

Another strategy is cooperative learning. I believe this strategy is critical in teaching because learners understand more when they work together. If I were to teach, I would plan and use activities that enable students to work together, which will help them improve their communication and problem-solving skills. The students learn from one another, which enhances their critical thinking skills. For example, as an instructor applying this strategy, I would give them a case scenario of a patient in which they will have to analyze the situation in group work. This is an effective teaching method in the class since it helps the students develop their critical problem-solving skills. The other strategy I recommend is experiential learning which enables students to learn by doing. The students see the concept in action, practice it, reflect on it, and discuss their lessons from the action. An instructor can use these methods and strategies in teaching since they help involve the students in every session. I believe education should be student-based. Teaching should facilitate student learning through direct involvement, participation in learning, and cooperative learning, promoting their understanding (Senthamarai, 2018).

In conclusion, teaching and learning should be an interactive session where the instructor and the learner freely interact professionally to promote effective learning. I believe that learning occurs when the students have the will to learn, have a mental grasp of the topic they are learning, and are actively involved in the lesson. My goals as an instructor would be to enhance my teaching skills and abilities through further studies, using interactive lessons, and frequently evaluating students’ understanding of the subject. Teaching strategies such as interactive learning, cooperative, and experimental learning strategies are effective teaching because students participate in the learning process, which improves their understanding.


Namada, J. M. (2018). Organizational learning and competitive advantage. In Handbook of research on knowledge management for contemporary business environments (pp. 86-104). IGI Global. DOI: 10.4018/978-1-5225-3725-0.ch006

Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1), S36-S38.

van Braak, M., Veen, M., Muris, J., van den Berg, P., & Giroldi, E. (2022). A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies. Perspectives On Medical Education, 11(1), 53-59.

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