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Myself as a Learner

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Myself as a Learner | My Philosophy of Supervision | Historical Overview | Characteristics & Behaviors | Philosophical Basis | Supervision Models | Related Sites | References

Supervisors should strive to work with teachers in ways that are consistent with how teachers are expected to work with students-by celebrating diversity and responding to that diversity in ways that enhance learning for all.  -Pajak

Supervision

I believe that in order to be a good supervisor I must first understand what it means to be a good teacher and teachers are first and foremost learners.  Therefore I have begun my exploration of the supervision process with reflecting on how I as a professional educator engage and participate in the learning process. Part of this reflection process, as Dewey described,  has evolved from my own classroom teaching experiences as well as other related experiences that I have gathered as I have progressed along my own educational journey. 
 
I believe an intregal part of my developmental process thus far has been enhanced through the time I've allocated for reflection and contemplation.  I believe this process has significantly contributed to my continued desire for improvement over the years.  Through this reflective process I have learned that I, as a learner need to have a strong level of respect and trust between myself and my teacher, just as Cogan and Goldhammer have recommended.  This relationship affects not only my motivation to learn but instills in me a desire to try harder, to strive for the potential they perceive is possible.  I also tend to do better with teachers that have the capacity to show me the "big picture,"  to excite me with the possibilities. 
 
As a learner I love to try new things.  I've also learned that I tend to get much more from teachers whose styles are student-centered as opposed to more teacher centered.  With regards to teaching styles I'm far more stimulated by teachers who have the capacity to combine both theory and practice as opposed to simply one without the other. 
 
While I fundamentally believe that all learners need a certain level of autonomy I also enjoy working collaboratively, utilizing the strengths of fellow colleagues to improve not only my own learning experience but that of my students as well.  Since I'm also a very visual learner my asthetic environment and the manner in which the lesson is delivered is very important to me; as is the variety and pace.  
 
From studying Gardner's work I have learned that I am a kinesthetic learner which translates into enjoying any activity that requires movement or that provides something tangible that I can manipulate.  From studying theorists such as Vygotsky and Piaget I've come to better understand myself and my own learning process.  I've learned that I tend to do better with concrete guidelines when I'm attempting to learn new things and then once I have the foundation I love the autonomy to create original thoughts and activities that demonstrate my understanding of the concepts.  It's important to me that I have established, reasonable boundaries, but I also need the freedom to to explore the possibilities. 
 
My life experiences have blessed me with the capacity to believe in myself and in my ability to help others. As Pajak has described, such introspection has helped me to develop a personal commitment to teaching that goes beyond an understading of simple content knowledge and skills and has helped me obtain the desire to be intimately involved in the lives of those with whom I work. Being a teacher has provided endless opportunities to help others explore and develop their own unique talents and abilities and in turn bless the lives of those around them.  It truly is an amazing profession and I hope to be part of it, in one form another, the whole of my professional life!
 
 

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