Running Head: Teaching and Learning

Teaching and Learning:

Clarifying Beliefs and Approach

by
Lay B. Boal
Lay.boal@Waldenu.edu
Student ID# A00152981
Ph.D. in Education (Special Education)

Paper Submitted in Partial Fulfillment of the Requirements for

EDUC 8114: Learning and Instruction

Walden University
August 16, 2015

Teaching and Learning

Part 1: Core Beliefs about Teaching and Learning

Prior to being in the education profession, the ideologies of teaching and learning did not
come across my mind. I was in the legal profession and in the military before I started a career
in education. The main influences that provided the initiative for me to venture into the field of
education are my daughters. My eldest daughter was diagnosed with autism and she had a
difficult time learning at school. I wanted to learn about the different ways that she could learn
and guide her when she is faced with challenges. My younger daughter is in the gifted and
talented program, and she has helped me learn more about her sister and being a great mother.
By achieving a Doctorate Degree in Special Education, my goal is to be in a teaching and
research position at a college level establishment. My core beliefs about teaching and learning
involves motivation, social, and globalization. The goal that I work towards everyday as a
teacher is to develop the students intrinsic motivation to learn. Motivation keeps the students
engaged and students will not give up when the task is challenging (Ormod, 2008, as cited in Lei,
2010). Motivation to learn can be affected by the perception that intelligence is a prerequisite for
learning. Students with disabilities tend to perceive that they are not smart when they fail to
understand the lesson or achieve a passing grade on tests. This in effectively destroys their
motivation to learn. As educators, we have to change that perception that only the smart students
can learn. My core belief in teaching and learning is that all students can learn and each student
learns in a different ways. Gardners (2003) theory of multiple intelligence is a useful guide for
teachers and students to achieve their educational goal. Although students may learn in different
ways, such practices should not be limited. Students should be exposed to other ways of learning
where they can learn from their peers and develop their own understanding of the tasks within

Teaching and Learning

their learning environment. This can be referred to the application of the constructivist learning
theory as described by Jackson (2009).
The social aspect of my core belief in teaching and learning is that teaching and learning
should be a way of life. It works both ways in the sense that even though I am a teacher, I also
learn from my students. It also involves learning to use social and emotional intelligence to
develop learning. Self-awareness and self-regulation of emotions affects the success of learning
(Liff, 2003). Teachers and students have to learn to care and empathize each other in order to
build a successful relationship and learning environment. If students or teachers do not enjoy
being in the classroom, both parties would not be motivated to learn or teach.
My core belief in teaching and learning also relates to globalization. This core belief
extends beyond the classroom and refers to the wealth of knowledge that we are exposed to
globally. The advancement of technology which can connect anyone of us throughout the world
has impacted the way we teach and learn. Connectivism is where learning is a process of
connecting to and feeding information into a learning community (Kop & Hill, 2008). Learning
and teaching can be affected by utilizing blogs, online videos, social media, and communications
through messaging, emails or even video conferencing. Although there is a lot of teaching and
learning that are presented online, connectivism can occur within a learning community at school
or in the classroom (Kop & Hill, 2008).

Teaching and Learning

Part 2: Approach to Teaching and Learning Statement

Learning is one of the most exciting experiences that I love and cherish in life. In the
world of education, we are always encouraged to find and explain the answers. We also want to
be taught and learn new skills that would earn us our education credentials. Learning can be
challenging and without the help and motivation, we may not achieve our goals in life. As a
special education teacher, I believe that there is no barriers to learning. We all can learn and as a
teacher, I am here to guide you towards achieving your learning goals.
My personal philosophy to teaching and learning includes research based practices and
theories. I believe that with the vast amount of research based practices and learning theories,
the amalgamation of all these information form the foundation of my teaching approach. My
teaching philosophy includes the constructivist learning theory, social and emotional intelligence,
and connectivism.
My approach to teaching and learning is to guide my students through the process of
learning and achieving their learning goals based on my core beliefs about teaching and learning.
In my classroom, I will address my core beliefs about teaching and learning as follows:
Develop the Students Intrinsic Motivation
I believe that all students have the capability to learn. I would assess each student on
their strengths and weaknesses. I would implement a lesson plan that would capitalize on their
strengths and build their confidence in learning. I would implement on different activities of
learning to discover the best way for each student can learn. Where there are tasks that are
challenging, I would encourage students to try other methods of learning and encouraging them
to collaborate with their peers when there are difficulties. I would encourage students to be
creative in their learning and emphasize that there is no right or wrong way to learn.

Teaching and Learning

Encourage Learning as a Social and a Way of Life

I believe that relationship between teacher and students are important. Good and caring
relationship builds a welcoming learning environment. I will manage the classroom so as to
facilitate a good relationship among all students and myself. Students will be aware of my
expectations in terms of learning and social and emotional conduct. I expect to be able to learn
with each other and from each other. I would encourage the students to consider learning as a
way of life. I encourage students to use opportunities beyond the classroom to set learning goals
and achieve them through life.
Encourage Connectivism in Teaching and Learning
I believe that teaching and learning occurs all the time within a community. I would
encourage students to learn from learning communities, and online resources. I would also
challenge students to teach each other which will enhance their learning process. I believe in
learning from my students. I will encourage my students to provide feedback on the efficacy of
my instructions and I will also implement a self-reflection system in my teaching. I believe that
we can learn from each other and provide suggestions for improvement in teaching and learning.
Through my core beliefs in teaching and learning, I am committed to developing the full
learning potential of my students. My goal is that my students are equipped with the tools that
they can use to be successful in life. Consequently, I hope to expand my skills as an educator by
learning from my students.

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6
References

Gardner, H. (2003, April 21). Multiple intelligence after twenty years. Paper presented to the
American Educational Research Association, Chicago, IL. Retrieved from
http://howardgardner01.files.wordpress.com/201206/mi-after-twenty-years2.pdf
Jackson, L. (2009). Revisiting adult learning theory through the lens of an adult learner. Adult
Learning, 20(3/4), 20-22. Retrieved from the Walden Library databases.
Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?
International Review of Research in Open and Distance Learning, 9(3), 1-13. Retrieved
from the Walden Library databases.
Lei, S. (2010). Intrinsic and extrinsic motivation: Evaluating benefits and drawbacks from
college instructors perspectives. Journal of Instructional Psychology, 37(2), 153-160.
Retrieved from the Walden Library databases.
Liff, S. (2003). Social and emotional intelligence: Application for developmental education.
Journal of Developmental Education, 26(3), 28-34. Retrieved from the Walden Library
databases.