Running head: TREMBLAYPHILOSOPHY

Teaching philosophy and style

Kat Tremblay
Georgetown University School of Nursing

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Tremblay Teaching Style and Philosophy

The purpose of this paper is to try to illuminate the personal teaching philosophy and style of
nurse educator student Kat Tremblay (Faculty Focus Special Report, 2009; Texas Collaborative
for Teaching Excellence, 2104; Washington University, The Teaching Center, 2014).

Successful nurses must acquire considerable knowledge, skills and attitudes in health sciences,
critical thinking, informatics and technology, communication and collaboration, problemsolving, cultural awareness, and leadership. They are highly ethical professionals who utilize
evidence-based practice and are aware of the need for quality improvement, safety, research, and
lifelong learning. In order to acquire the necessary competencies, they need to have strong
intrinsic motivation, role-modeling, varied learner-centered educational opportunities and a
supportive environment in which to engage in learning (Schaefer, 2003).

I strive to prepare students for transformation into nursing professionals who develop their own
system to acquire the knowledge they need, the critical thinking to evaluate that knowledge, and
the ability to apply it as ethical, caring, assertive, curious, creative, life-long learners. The key
challenges in the teaching-learning process lie in understanding how the student learns, and what
contributes most to their individual success. What can I do to facilitate learning? My mission is
to constantly evolve as a teacher to enhance my ability to determine how, what, where, why and
when the learner needs my encouragement, intervention, assessment and expertise (Halstead,
2007).

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Teaching methods

To dismiss the premise that learning occurs through multiple influences, would decrease my
utilization of the various established educational frameworks and philosophies. I am attracted to
caring theory, which requires teacher-student relationships, and cognitive-development theory,
which operates predictably, but allows fluctuations. Most of my education was presented
through narrative pedagogy, however, my goals promote deep learning as the ideal for all
learners. Learning cannot occur in a vacuum of one theory, because without understanding of
the many styles of learning that students bring to the learning environment, even the best
intentioned teaching methods will be unsuccessful (Billings, 2011).

Inventorying students experiences, culture, interests, goals and perceived road blocks to
learning, should be initiated early-on in courses. Learners should be encouraged to contribute
ideas and apply acquired knowledge, using critical thinking and problem-solving. It is essential
to promote confidence through support and encouragement, making goals attainable but
challenging, both independently and in group assignments. (Vanderbilt University, 2014). The
use of scaffolding of material to help the surface learner gain confidence (Vanderbilt
University, 2014). A great method of motivating learners uses Kellers ARCS framework, which
emphasizes Attention, through arousal of interest in the material, Relevance, by connecting
knowledge to a desired future goal, Confidence, by influencing student persistence and small
successes, and Satisfaction through their own accomplishments (Gormley, 2012).

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I aspire to utilize a variety of methods which flow and evolve to meet the varied and diverse
needs of the learners:

Promote a safe, trusting environment for learning

Establish a human connection and relationships among students and teacher.
Instill student confidence to take chances, challenge self, and grow.
Reach for success, not just avoid failure
Stimulate meta-cognition and creative thinking to contribute to problem solving.
Appeal view of learning for its intrinsic value

Nursing is both the art of caring for and about people and the science of understanding the
complexities of health and disease. The ability to be both scientist and artist, requiring such
opposite attributes within one person, is truly unique and difficult to find. Nurses need to
understand how to scientifically analyze complex physiological conditions and perform highly
technical duties, while considering the emotional, intellectual, social and family needs of the
individual patient. Students may come with an unequal proportion of innate abilities, but need to
develop many qualities to be successful. The extreme and sometimes conflicting demands of
nursing education can lead to stress and self-doubt. My selected, yet evolving teaching methods,
should allow the student the freedom to take chances and make errors, while practicing in a safe,
respectful environment. This will lead to greater confidence in meeting the nursing students
numerous challenges (Vanderbilt University, 2014).

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Evaluation of Learning
I seek to develop a teacher toolbox with a variety of assessment techniques that I believe are
necessary, for both the teacher and the students, in evaluating student learning. My non-exclusive
list may include:

scientific, narrative and creative paper writing

case studies; oral and PowerPoint presentations
hands-on demonstrations/simulation/videotaping
quizzes/tests; in-class polling
on-line and phone app self-evaluative tools
journal self-reflection
individual conferencing

Assessments both formative and summative, (Billings, 2011) give feedback and validation of
students understanding of material and concepts of the course discipline. Their contribution to
learning depends upon the motivation of the student to receive, assimilate and act upon the
results. As a teacher, assessments offer an understanding of student learning, and allow me to
alter strategies, change approaches, and innovate for an improved classroom environment.

Since class objectives are developed to assist students in knowing what is expected of them for
future application in their chosen discipline, they need to know if their goals are being met.
Experts in the students chosen field have researched and reached a consensus, prioritizing
expectations that contribute to success in their discipline. Additionally, measurements of
achievement are necessary in documenting the degree of fulfillment of the mission and goals of
the institution to which the student has matriculated.

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Learning Environment
My identity as an educated white woman, with maturity and extensive professional and life
experience, who has been surrounded by love, family and relative financial security, may greatly
contrast with many of my students. Acknowledging differences in a respectful environment and
allowing for cultural and generational differences, is essential for establishing positive
relationships with students. For them to trust and find relevance as a teacher, I need to be highly
ethical, honest, transparent and understanding to create an inclusive environment. Asking
students for their opinion and viewpoint on different settings before giving mine, encourages
them to share, and allows me to learn about and integrate diverse perspectives into the
learning/teaching equation.

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References
Billings, M. &. (2011). Teaching in Nursing: A Guide for Faculty (4th ed.). Philadelphia:
Saunders/Elsevier.
Faculty Focus Special Report. (2009). Philosophy of Teaching Statements: Examples and Tips on
How to Write a Teaching Philosophy Statement.
Halstead, J. (2007). Facilitating Learning. In J. Halstead, Nurse Educator Competencies:
Creating and Evidence-Based Practice for Nurse Educators. (p. Ch 2). Philadelphia:
Saunders/Elsevier
Office of Human Resources. (2014). Writing Your Teaching Philosophy: A Step-by-Step
Approach. Retrieved from University of Minnesota.
Schaefer, K. M. (2003). Schaefer, K. Analyzing the teaching style of nursing faculty. Does it
promote a student-centered or teacher-centered learning environment? . Nurse Educator
Perspect, 238-245.
Texas Collaborative for Teaching Excellence. (2104, July). Teaching Styles Inventory. Retrieved
from: http://www.texascollaborative.org/TSI.htm
Vollers, J. M. (2008). Teaching and Learning Styles. International Anesthesiology Clinics, 2-40.
Washington University, The Teaching Center. (2014). Writing a Teaching Philosophy Statement.
Retrieved from: teachingcenter.wustl.edu/about/programsforgraduatestudents

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Grading Rubric: Teaching Philosophy
Component

Poor
<14

Fair to Good
14-17

GOALS FOR
LEARNING
What knowledge,
skills, and attitudes
are important for
learner success in
nursing? What do
you
feel that you are
preparing students
for? What are key
challenges in the
teaching-learning
process?

Articulation of
goals
is unfocused,
incomplete, or
missing.

Goals are
articulated
although they may
be
too broad or not
specific to the
discipline. Goals
focus on basic
knowledge,
ignoring
skills acquisition
and
affective change.

TEACHING
METHODS
What teaching
methods do you
use?
How do these
methods contribute
to
your goals for
learners? Why are
these methods
appropriate for use
in
your discipline?

Enactment of
goals
is not
articulated. If
there is an
attempt
at articulating
teaching
methods, it
is basic and
unreflective.

Description of
teaching methods
not
clearly connected
to
goals or if
connected,
not well developed
(seems like a list of
what is done in the
classroom).
Methods
are described but
generically, no
example of the
instructors use of
the
methods within the
discipline is
communicated.

EVALUATION OF
LEARNING
How do you know
your
goals for the
learners
are being met? What
sorts of assessment
tools do you use
(e.g.,
tests, papers,
portfolios, journals),

Assessment of
goals
is not articulated
or
mentioned only
in
passing

Assessments are
described, but not
in
connection to goals
and teaching
methods.
Description
is too general, with
no
reference to the
motivation behind
the

Good to
Excellent
18-20
Goals are clearly
articulated and
specific
and go beyond
the
knowledge level,
including skills,
attitudes, career
goals, etc. Goals
are sensitive to
the context of the
instructors
discipline. They
are concise but
not exhaustive.
Enactment of
goals is
specific and
thoughtful.
Includes details
and
rationale about
teaching
methods. The
methods are
clearly
connected to
specific
goals and are
appropriate for
those
goals. Specific
examples of the
method in use
within
the disciplinary
context
are given.
Specific examples
of
assessment tools
are clearly
described.
Assessment tools
are aligned with
teaching goals
and teaching
methods.
Assessments
reinforce the

Score

20

20

20

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and why? How do
assessments
contribute to
learning?
How do assessments
communicate
disciplinary
priorities?

assessments. There
is no clear
connection
between the
assessments and
the
priorities of the
discipline.

priorities and
context of the
discipline both in
content and type.

Portrays a
coherent
philosophy of
inclusive
education that is
integrated
throughout
the philosophy.
Makes
space for diverse
ways
of knowing,
and/or
learning styles.
Discussion of
roles is
sensitive to
historically
underrepresented
students.
Demonstrates
awareness of
issues of
equity within the
discipline.
The statement
has a
guiding structure
and/or theme that
engages the
reader
and organizes the
goals, methods,
and
assessments
articulated in the
statement. Jargon
is
avoided and
teaching
terms (e.g.,
critical
thinking) are
given
specific
definitions that

CREATING AN
INCLUSIVE
LEARNING
ENVIRONMENT
How do your own
and
your learners
identities (e.g., race,
gender, class),
background,
experience, and
levels
of privilege affect
the
classroom? How do
you account for
diverse learning
styles? How do you
integrate diverse
perspectives into
your
teaching?

Issues of
inclusion
are not
addressed or
addressed in an
awkward
manner.
There is no
connection to
teaching
practices.

Inclusive teaching
is
addressed but in a
cursory manner or
in
a way that isolates
it
from the rest of the
philosophy. Author
briefly connects
identity issues to
aspects of his/her
teaching.

STRUCTURE,
RHETORIC AND
LANGUAGE
How is the reader
engaged? Is the
language used
appropriate nursing?
How is the
statement
thematically
structured?

No overall
structure
present.
Statement
is a collection f
disconnected
statements
about
teaching. Jargon
is
used liberally
and
not supported by
specific
definitions
or examples.
Needs
much revision.
Many
grammar,
spelling,

The statement has

a
structure and/or
theme that is not
connected tothe
ideas actually
discussed in the
statement, or,
organizing structure
is weak and does
not
resonate within the
disciplinary context.
Examples are used
but seem generic.
May contain some
jargon. Some
grammar, spelling,
and/or punctuation
errors.

20

20

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and/or
punctuation
errors.

apply to the
instructors
disciplinary
context.
Specific, rich
examples
are used to
bolster
statements of
goals,
methods, and
assessments.
Grammar,
spelling, and
punctuation are
correct.

Score Possible =
100

100

Kat, it is always a pleasure to read a well written paper. Great job covered all content well
and completely.
However if this had be a formal APA paper there are a couple formatting items you should
keep in mind. Frist, indent the start of each new paragraph. Second, double space throughout,
even within bulleted lists. But do not add extra line spacing between paragraphs.
Good work,
David