Commitment to incorporating the process and outcomes of relevant research scholarship and work-based practice

“In an effective classroom, students should not only know what they are doing, but they should also know why and how.”

- Harry Wong- 

 

An interior designer by profession, teaching happened to me spontaneously 10 years back. It was never a part of the larger plan. But here I am,  years later loving every aspect of being a teacher.  Without formal training in teaching, I initially relied on my observations and past experiences to conduct my classes. I worked and developed ideas and content that I thought worked best for the learner. Most times I placed myself in the learner’s seat to test and ensure if learning is happening. Initially, my research was unilateral,  it progressed in one direction exploring only a teaching technique or an activity that suits best to deliver the content. Building my teaching and learning experiences by cross-linking, analyzing, and developing research and reflections from workshops, modules, curriculums, teaching methodologies was never a conscious part of my professional practice.  It was the Post Graduate Certificate Program in Academic Practices (PGCAP) that lead me into the world of teaching ideologies, processes and sensitized me to learner types and needs. It guided me to develop a structure for my teaching and define it better, thereby giving strength to my teaching practice.

 

I had worked closely with the past scholars of PGCAP. Their approach towards teaching and understanding the smaller nuances of the profession truly intrigued me. The many discussions that I had with the PGCAP Graduates inspired me to look beyond my sphere of teaching. They encouraged me to pause and reflect on who I am as a teacher and where do I intend to be, thus sowing the seeds of self-reflection.

 

Awareness of Self–reflection and being a reflective practitioner has now become a way of life. I have always been an old-school notebook keeper within which I make a billion notes. The process of reflective practitioner taught me to link the notes I make and added a framework to my journal. This reflective journal is my go-to place to help develop and adapt any process that I feel necessary in my teaching and professional practice. Act, reflect and then re-act has been my biggest learning for which I am eternally grateful. The process of self-reflections and peer observation encourages me to be flexible when a lesson isn’t working. It ensures I look at my teaching throughout the lessons and find new ways to present material to make sure that every student understands the key concepts.

 

Currently, this application of reflecting is no longer restricted to my classroom but I have begun to apply it in the overall way of life. My notepads over the years are now helping me relook situations and ideas differently and apply the learnings towards better outcomes.

 

PGCAP also helped me appreciate curriculum design, it gave a deeper understanding of teaching based on learning outcomes. Constructive Alignment helped me understand module and curriculum planning as an output of holistic research and multiple linkages. It sensitized me to understand how the reorganization of simple methods, words, and ideas can have a larger impact on the module. If Reflective practice made me confident about how I teach, constructive alignment gave me an assurance on what I teach and why I teach.

 

The module evaluation has also helped reflect on the teaching practices and the activities that are conducted in class. The theoretical concepts that I learned, were quite helpful in creating and writing teaching activities and testing the final outputs. The logical development of the module with regards to outcomes, teaching-learning activities, and assessment has given me a framework to be confident about my teaching.  As stated by Biggs “When there is alignment between what we want, how we teach and how we assess, teaching is likely to be much more effective” (Biggs, 2003). In my larger aim to be an effective educator, I continue to bank on the process of reflective practice and constructive alignment to play a crucial role over and over again to strengthen my approach and teaching practice.

 

I have always believed a good teacher should have an immense love of learning and should inspire students with his passion for education and the course material. Hence,  I feel the constant want to renew myself as a professional helps in my quest to provide students with the highest quality of education and learning experience possible.  This course has encouraged me to commit to being a teacher with no fear of learning new teaching strategies or incorporating new processes, technologies into lessons and classrooms.

 

As I proceed further, I plan to continue on my journey of "Research" and  being a “Reflective Practitioner” to conduct consistent checkpoints in my teaching structure to ensure I, think, pause, research, evaluate and enhance my teaching methods. 

 

 

3rd July 2021

Mumbai