The role of an educator is multiple and depends on the educational level of the students, the communitys goals and more importantly the students expectations. We are facilitators, counselors and make assessment of students' performance to ensure that they, the students, accomplish their educational goals, meet their expectations and objectives and are prepared for their individual career choices. In todays society the educator provides students with access to knowledge, allow for discovery and the application of their knowledge, rather than being seen as the authority or the primary source for knowledge. The ability of any student to compete globally is essential and as such curricula should be designed to ensure the incorporation of a knowledge base that allows the engagement of current advances in technology.
We must appreciate the cultural diversity of our students respecting each of their unique talents, aspiration and accomplishments. In conclusion, I believe that every student has the potential to achieve once provided the appropriate learning environment and educational programs.
Undergraduate Degree: Towson State University - Bachelor in Arts, Biology/Psychology
Graduate Degree: University of West Georgia - Masters in Education, Secondary (Biology) Education/Gifted
chess, golf, soccer, research, reading
What might you do in a typical first session with a student?
The first session includes an introduction, an assessment of needs, and an evaluation of where the student is in reference to the courses taken (this should provide basic information about the student's study, reading, and math skills).
What is your teaching philosophy?
It is important to have a philosophy of education, in that it guides the approach one takes in the guidance and enlightenment of the students they teach. My fundamental philosophy has been framed over a number of years by a combination of both my experiences, and philosophers and educators like John Dewey, Paulo Freire, Kwame Nkrumah and Jean Piaget. Paulo Freire's concepts of education begin with dialogue, working together to help the student achieve their goals. In Pedagogy of the Oppressed, Freire talks about a liberating education, lived experiences and the development of a consciousness. Nkrumah, in Consciencism, provided a philosophy of dialectic materialism, a liberating philosophy and one that focuses on the student as a means of developing curricula that is important to their lived situation. Thus learning is continuous, dialectic, and transforming, and education helps to transform those who learn, and thus, as teachers/educators, we also become transformed. To transform the world is to humanize it, and to become human is to empower the student and the teacher, because they challenge the status quo to resolve conflicts, solve problems and bring about positive social change. The idea of experiential education was the foundation of Dewey's philosophy that students should learn in an active environment with limited classroom time, but involved in actual community activities. How could you effectively teach political science to students without their involvement in the political system, which allows them to participate in the actual process?
How can you help a student become an independent learner?
Students should learn to monitor themselves relative to the accuracy of their work, and have a schedule. The teacher can use scaffolding as a means of guiding towards answers and use language focused instructions. Give feedback, both orally and written, and encourage collaboration with peers, other educators, and parents. Students must also set goals and reflect on what they have learnt.