In 2007, I completed a bachelor’s degree in occupational therapy at University of Montreal. During these three years, I had the chance to meet extraordinary teachers but also passionate clinicians. There, I discovered the magic of small group teaching. I felt that I could express myself more easily, contribute to a collective learning and develop my interpersonal skills (Tiberius, 1990). This year, I realized that this type of learning is part of two educational theories; constructivism and social constructivism (Larochelle, 1998). It makes sense because I have always been a learner who loved to work with a team. I easily learn from the experiences of others, through observation and also discussions.
In 2010, I started a long journey; my doctorate in médicine at University Laval in Quebec city. I wanted to become a doctor to fill a need to learn and help others, but I had not yet chosen my specialty. Moreover, I had no idea that being a doctor also meant being a teacher. A teacher for colleagues, students and also for patients and their families. Finally, I decided to realizea 5-year residency in geriatrics medicine. Obviously, I gave several courses during my rotations in hospitals but I was also involved in some academic activities at Laval University. Each of these experiences allowed me to know myself better as a person, a doctor and a teacher. In addition, over the years, I met people who shared with me their passion for medical education; Dr. Myriam Lacasse, Dr. Alexandre Lafleur, Dr. Mathieu Rousseau Gagnon et Dr. Dave Tremblay Laroche. Each in their own way and at different times, they were mentors to me. For all these reasons, I decided to do a master’s degree in medical education at University of Toronto.
Quietly, I discover the teacher I am. During my first week of INTAPT course, I did an activity that allowed me to learn a little more about my own teaching philosophy (Western University, 2019; Chism, 1998). I did a playdough mascot, that represents this philosophy. Instinctively, I made an elephant with very large ears. For me, teaching is first listening. A good teacher must listen to students and be sensitive to their needs. If I want to share a message, I must first know the persons, identify their knowledge and target their learning goals. By listening carefully, we can answers an important part of these questions. I remember that teachers who helped me the most in my life listened to me first. I wish I could offer the same to my students. This teaching philosophy is in line with the theory of andragogy described by Malcolm Knowles (1973). According to him, adult learning is centered on learners and their goals (Knowles, 2005). This is exactly what I tried to apply through the various academic projects I have accomplished this year.
This portfolio will allow you to follow my teaching experiences. Have a good visit!
References
Chism, N. V. N. (1997-98). Developing a philosophy of teaching statement. Essays on teaching excellence: Toward the best in the academy, 9(3). Retrieved from: http://podnetwork.org/content/uploads/V9-N3-Chism.pdf
Knowles, M. (1973). The Adult Learner: A Neglected Species. (1st ed., p. 207). Houston: Gulf Publishing Company.
Knowles, M., Swanson, R., & Holton, E. (2005). The Adult Learner. the Definitive Classic in Adult Education and HumanResource Development. Gulf Publishing Company.
Larochelle M, Bednarz N, Garrison J. Constructivism and Education. New York NY: Cambridge University Press, 1998.
Tiberius R. Small Group Teaching – A Trouble-Shooting Guide. OISE Press, Toronto 1990.
Teaching.uwo.ca. (2019). Writing a Teaching Philosophy Statement – Centre for Teaching and Learning – Western University. [online] Available at: https://teaching.uwo.ca/awardsdossiers/teachingphilosophy.html [Accessed Oct. 2019].
ePortfolio 