What do you do if your teaching philosophy doesn't align with your strategic decisions?

???? When faced with a misalignment between my teaching philosophy and strategic decisions, it's essential to play detective and identify the root cause of the conflict. Just like Sherlock Holmes cracking a case, I delve deep into understanding where the discrepancy arises, whether it's in curriculum planning, assessment methods, or classroom management.

In my opinion , the pedagogy needs to be addressed. This will help bring in alignment. Collecting feedback at regular intervals will help in making required change.

Die Pr?misse wirft für mich bereits einige Fragen auf: Es wird hier unterschieden zwischen einer "Lehr-Philosophie" und dem strategischen Handeln. Das h?rt sich so an, als w?re mein p?dagogisches Handeln die Aktivit?t, welche auf überzeugungen fu?t, die unabh?ngig von diesem Handeln Bestand haben. Sollte ich mit meiner Vermutung richtig liegen, h?tte dies eine kategoriale Unterscheidung zwischen Theorie und Praxis zur Folge. Es kann sein, dass sich bereits an dieser Stelle ganz grundlegende Fragen in Bezug auf die Begründungen unseres Handelns ergeben. Ist die Kausalit?t zwischen Theorie und Praxis tats?chlich so eindeutlich und verl?uft sie im in dieser Richtung, wie die Frage (Was tun Sie, wenn Ihre Lehrphilosophie ... ?) dies nahelegt?

One key aspect to the teaching process is to ensure that your instruction methods can allow the success of the students. When designs are made regarding learning outcomes of final goals are being met, it can be common to adjust delivery methods and your teaching philosophy as a "living behavior", new ideas and methods, such as adding real-life scenarios, or the addition of new exercises may help meet the course goals, even if they do fall outside the scope of the philosophy, as we need to recognize the learning strengths of the students we teach.

La coherencia entre la filosofía de ense?anza y las decisiones estratégicas es esencial para una educación efectiva. Cuando existe discrepancia entre estos aspectos, se corre el riesgo de comprometer el aprendizaje de los estudiantes y la efectividad del docente. Abordar esta discrepancia requiere un enfoque reflexivo y proactivo.

???? Once I've uncovered the source of the disconnect, it's time to clarify my teaching philosophy. I articulate my beliefs, values, and goals as clearly as Chandler Bing delivering one of his sarcastic one-liners. By having a well-defined philosophy, I can navigate decisions with confidence and coherence, ensuring they align with my core principles.

Even though a teaching philosophy may work with most students, it may not work with everyone. It is important to keep in mind that we need to evolve because our students and our society are changing too. We need to be critical enough to ask, re-arrange and change lessons if we have the slightest doubt that they are not working, or that they are not being inclusive enough.

For each student, it changes: Basically, when I teach in batches,it happens that some teachings are understandable by some, but a few don't understand. In that case, I have to make them understand in different approaches and throw a question that, in which method they understood well, this helps to understand individual psychology. So my philosophy is simple to be familiar and friendlier with students but don't give them scope that they harass you in class.

Philosophies may change, evolve and renew everytime, since self knowledge and improvement are always welcome changes. With that in mind, talk about it, present it in a clear way and use it as a base to structure your teaching journey. But remember it may be the MEANS for your teaching, not the objective itself.

I don't completely agree with that, actually. I think it's important to reinforce your philosophy to yourself, but not always to others. We need to be real and see that it's not always possible to put your philosophy into action, especially when you're a teacher. Many times you have to move on, motivate yourself, and make the difference where you can, but, at the same time, you don't have to blame or punish yourself when you can't be completely faithful to your beliefs. After all, you have to think about the next step: are you going to deal with that, or do you prefer to change your ways?

??♂??? After clarifying my teaching philosophy, I turn my attention to evaluating strategic decisions. Like a master juggler balancing multiple balls in the air, I assess each decision against my educational values and goals. If a decision veers off course, I adjust my approach accordingly, just like the characters of "Lost" adapting to unexpected challenges on the mysterious island.

Las decisiones estratégicas a nivel institucional pueden tener un impacto directo en mi metodología como profesora al influir en los recursos disponibles, los estándares y evaluaciones, el enfoque pedagógico y la cultura institucional. Es importante tener siempre presentes estos factores que deben, por supuesto estar alineados siempre, si no, hay una especie de disociación entre lo que la institución persigue y lo que tu estés haciendo en aula.

Strategic decisions are obviously more rational and objective than our philosophies. Thanks to such objectivity, it's easier to measure and evaluate it. Use it in your favor, not as shackles, but as guidelines.

Okay, you have to evaluate your strategy, but you also have to think about yourself. In my experience, I can say that when you go against your beliefs and philosophy, it makes no sense at all. Everything is a political act, and as a teacher, regardless of your philosophy, it will not make sense to you if you are acting against yourself just to make other people, the community, school, students, etc., comfortable.

Como psicóloga educativa, las decisiones estratégicas que tomo están respaldadas por una serie de razones, objetivos y resultados que buscan promover el aprendizaje y el desarrollo integral de mis estudiantes. Como mi carrera lo exige, debo basarme en la investigación, que estén centradas en el estudiante y orientadas al bienestar emocional.

Getting feedback, may it be from peers or superiors, might help you to see the situation under a light you wouldn't be able to see by yourself. Of course, filter it, reflect on it, try to understand and truly absorb it in order to improve, not only mechanically reproduce something.

The most vital feedback we receive is from our anonymous student surveys. You need to be open minded and willing to learn from this. No matter how you think you are doing, the crucial feedback is the reality that is being experienced by your students. One must be willing to look clearly and decide how to process the information and move forward with a new approach if needed. Then I tend to go to senior teachers and seek support and further insight. At that point of course you need to be willing to change.

This is pretty much the only thing I do, that is, use student feedback. I like to leverage anonymous feedbacks on what is working and what is not. In the end, teaching is pointless if the students aren't learning. Also, I use the exams as a source of feedback. If a huge number of students failed to answer a straightforward exam question, then it's a telltale sign that something gotta change. Philosophy can't be more important than student learning. Regarding perspectives, I think the students must first learn the basics and prove that they learned it. Only then, their perspectives merit consideration. Feelings aren't perspectives. The students must present a thoughtful, rational argument everytime.

I totally agree. Feedback is the most important tool as a teacher. It doesn't mean you have to make your chosen philosophy clear to others, but you need to make sure that your strategy and philosophy are working.

Considero que un feedback constructivo puede ayudarnos a mejorar áreas que puedan necesitar cambios. Y considero que muchas veces el mejor feedback es el que ofrece el estudiante, los compa?eros y los coordinadores.

Siempre he pensado que un profesor que se adapta le apasiona su trabajo. Estamos sufriendo muchos cambios en la educación y en nuestro estudiantes, no podemos dejar que nos arrastre la marea y entremos en un ciclo que des-ayude más que ayude.

Adapting to change becomes essential in a situation where the philosophy isn't aligning with strategies. It's okay to accept when something you thought about being correct isn't working out. Theory doesn't always go parallelly with practical applicability. Evolve and see how things come back afresh. Seeking feedback from your colleagues and also the ones you teach always helps! I feel when it comes to teaching there is 'no one size fits all'. It's a very personalized experience both for the teacher as well as the student.

Proven by personal experience as Instructor Officer Teacher Training at Fauji Foundation TTI Pakistan .Introduced the subjects..Teaching of Thinking Skills and Creativity. Attended Training sessions by Bradford Uni.Faculty. Result was the production and designing of low cost teaching aids which led to the Award of National Education Prize in 1998

Adapting and Innovating is something which I have always found very helpful in my due course of teaching, especially in situations where teaching philosophy and strategic decisions does not align. We always do not get the same kind of batches that all will agree with. Hence, Adapting and Innovating can prove to be the right kind of Solution

The fifth step is to adapt and innovate. How can you adjust your teaching philosophy and your strategic decisions to fit the situation? What are the opportunities, alternatives, and solutions that you can explore? How can you use your creativity, flexibility, and resilience to overcome the challenges? By adapting and innovating, you can find ways to bridge the gap between your teaching philosophy and your strategic decisions, and enhance your teaching effectiveness and satisfaction.

A reflexao é fundamental para perceber mudancas, aprender e melhorar as decis?es estratégicas. Inclusive aprender novas tecnologias é manter-se atualizado para superar e dar passos mais asssertivos com projetos e pessoas.

“To thine own self, be true.” A line of Shakespeare’s quoted and used, maybe too much. But, when it comes to teaching and our careers it rings quite clear. I taught communication skills; Business and Professional Communication, as well as Interpersonal Communication courses. A part of my teaching philosophy involves student engagement. When “Distance Learning” (as it was first called) emerged in the late eighties, I thought, “Nope, not me.” Well, I enjoyed thirty more years of flying under that online course offerings radar. Never did I teach online, a course that I believed, and still believe, needs to be taught in the classroom. I liken it to getting a haircut, or going to the dentist—some things you just have to be present for.

One skill of any teacher is flexibility ability to adapt and innovate set you apart as a creative teacher..Having a stereotype mind is not a personal way to grow

Reflection serves as a cornerstone for growth, enabling us to discern shifts and refine our strategic planning. It's the compass guiding us towards improvement and innovation. Embracing new technologies isn't just about staying current; it's about embracing the future with open arms. It empowers us to navigate the evolving landscape of education confidently. By embracing change and continuously updating our skills, we equip ourselves to overcome obstacles and take bold, assertive steps toward progress.

Refletir sobre tudo que cerca o papel que desempenhamos em um empresa é essencial. O que eu penso sobre como devo agir e como estou agindo? O sentimento, a ansiedade que nos preenche, mesmo antes de tomar uma decis?o de como agir já nos diz muito. Se a forma de agir n?o é livre, você está, realmente, sendo feliz? Até que ponto está no cargo, empresa ou, até mesmo, na carreira que te faz sorrir por dentro. Vale à pena n?o ser feliz para deixar outras pessoas satisfeitas quando se trata de uma decis?o de trabalho. Realmente, precisamos refletir sobre a forma que estamos agindo.

Meine Lehrphilosophie und meine Entscheidungen geraten bislang nicht in Konflikt miteinander, denn ich treffe ja die Entscheidungen für meine Handlungen AUFGRUND meiner Lehrphilosophie. Sollte hier je eine solche Diskrepanz entstehen, wie mit der Fragestellung angedeutet, müsste ich mich selbst ganz grunds?tzlich in Frage stellen.

Salir del patrón e innovar Ense?ar una lengua muchas veces no es fácil, ya que de parte de algunas personas encontrarás resistencia y rechazo hacia ese aprendizaje, lo importante es buscar la forma de poder captar la atención y lograr de a poco introducir el aprendizaje deseado, probando distintas estrategias y logrando la aprobación y aceptación paulatinamente.

I appreciate the excellent suggestions. In the end, however, teach with a primary focus on maximizing your own unknown developmental potential, and let your students witness that as they absorb class information. That primary focus serves is yourself AND your students. (When you take a serious first aid class, working through scenarios, a good instructor will often cry out, "Who's number one?!" The students are to cry out in response, "I'm number one.") So as an immediate secondary goal, focus on the developmental potential of your students, working with each as whole individuals; this will feed you as well. Your mission is far greater than preparing to enter the "work force." Ponder all the suggestions, but do not compromise on the above.

For the given situation, I'd re-consider the strategy that I've made and re consider the fact that the philosophy isn't something that can't be changed as per the time. Both the strategy and the philosophy has to be reviewed at a certain time and place.