This document outlines the author's teaching philosophy. The author believes that effective learning starts with positive teacher-student relationships built on trust and comfort. Each student learns uniquely, so understanding individual needs and tailoring instruction accordingly is essential. While not every student learns at the same pace, the teacher should make extra time for those needing more guidance. The teacher should also draw on students' diverse experiences to support learning. Caring behavior from the teacher significantly impacts students' learning. The author prefers a collaborative approach where they act as a facilitator rather than solely providing information, in order to stimulate critical thinking through thoughtful questioning. Various active teaching strategies keep students engaged, such as case studies, simulation, and role-playing.

1. Teaching Philosophy
Teaching is one of the prestigious profession and teachers are responsible for shaping the
future and genuine learning of their students. I believe that effective learning for students
starts with the relationship that the teacher builds with each student. Trust and comfort
developed within this relationship can not only create comfortable environment for
students but also increase their motivation for learning. My belief is that each student is
unique and so is his/her learning ability. Understanding the uniqueness of students and
weaving learning according to the educational needs of the student is essential for
productive learning to occur.
Again, not every student learns at the same pace and with the same understanding. In the
class of forty nursing students it may not be practical for instructor to move with the pace
of individual student. However, instructor can always set aside extra time to guide students
who needs additional coaching in order to succeed. Also, on a similar note, student brings
to the classroom their unique experiences, beliefs, and values and instructor being
cognizant of these can build on the students’ past experiences to support current learning
of students.
Further, it is evident to all that caring is inextricable aspect of nursing practice with patient
and families. However, I also believe that the same applies for the teaching/learning with
students as well. Caring behavior demonstrated by the instructor can have a huge impact in
students’ learning. I do care and I am genuinely interested in my students and their life
experiences. I have realized that such experiences do influence how students perceive and
internalize the learning opportunities they encounter.
Also, I like to embrace collaborative and cooperative approach in my class with students.
Structuring learning activities around these tenets can build team spirit and offer
opportunities to learn from multiple perspectives. Basically, my strategy of teaching is
build on King (1993)’s idea, that for the effective learning to occur teacher must be the
“guide on the side” and not essentially the “sage on the stage”. Resonating with this
statement I prefer to be a facilitator to the student and not the mere information provider.
Through the use of thoughtful questioning presented to the students, in a non threatening

2. manner, I am able to stimulate critical thinking and reflective learning among my students.
These strategies used can enhance and enrich long term learning and understanding of
students and can help them thrive in their learning experiences. Also, I truly believe in the
benefit of practicing family focused nursing. Thus, in my class students are encouraged to
“think family” and reflect on the advantages of using such approach to alleviate pain and
suffering of the patient and families. I am aware that class can be monotonous and boring
for students if active teaching /learning strategies are not embedded within the learning
experiences of students. Uses of unfolding case studies, simulation, flipped classroom, role
play etc. are some of the teaching/learning strategies I prefer to use in my classroom to
engage the learners.
To recapitulate, I see myself as a facilitator who has a vision and the ability to take charge
and work along with students to enrich their learning. Moreover, in my class one can see
my students being encouraged to not memorize but internalize, not shy away but inquire
and not just be a nurse- instead be a caring nurse, who is able to empathize and be present
for the patient/family both physically and emotionally!