Since I do not have any formal teaching, tutoring, or mentoring experience, I am limited in

discussing my teaching beliefs based on the strategies I have used with students. However, I can discuss

my philosophy derived from the concepts and theories I have read in class, researched online, and

encountered as a student.

First, I believe that all students have the capacity to learn and succeed, and it is my responsibility

as a teacher to create a learning environment that is inclusive, supportive, and engaging. I approach

teaching with a student-centered philosophy, recognizing that each student brings unique experiences,

perspectives, and learning styles to the classroom. As such, I would incorporate McCarthy’s 4MAT

learning model into my teaching framework. This model uses the theory of right/left brain functioning

along with Kolb’s perception and processing construct to direct students through a natural sequence of

four stages that enables students to work with their strongest learning style while developing the ability

to work within the other styles as well (Bastable et al., 2020). By moving beyond a traditional

framework, I can address multiple arrays of student learning needs through innovative and engaging

practices. I believe all students have a preferred learning style but must also have the opportunity to

engage in various other techniques to round out their educational experience.

To accommodate the diverse needs of my students, I employ a variety of teaching strategies

that promote active learning and facilitate student engagement. I use a combination of lectures,

discussions, hands-on activities, and technology to make the material come alive and provide

opportunities for students to apply what they have learned. In addition, I believe that role modeling is a

vital tool in healthcare education. Therefore, I provide opportunities for students to gain hands-on

experience in their field of study.

In addition to the 4MAT system, I place a strong emphasis on universal design for learning (UDL),

a framework that incorporates multiple ways of representing information, multiple ways of engaging
with the material, and multiple ways of expressing what they have learned. This approach helps to

ensure that all students, regardless of ability or learning style, have equal access to the material and can

demonstrate their understanding in a variety of ways.

Another critical aspect that I would use in my teaching style is a commitment to creating a safe

and supportive learning environment. I encourage open and respectful communication, provide clear

and consistent feedback, and work to foster a sense of community in the classroom. I would also make a

conscious effort to educate myself on issues related to diversity, equity, and inclusion and strive to

create a welcoming and inclusive atmosphere where all students feel valued and respected.

Finally, I believe that student preparation and success in the healthcare field requires a focus on

practical skills and real-world applications. I incorporate opportunities for students to apply their

learning in simulated patient care scenarios, and provide ongoing support and feedback as they develop

their clinical skills.

In conclusion, my teaching philosophy is centered on providing a supportive, engaging, and inclusive

learning environment that promotes student success. By employing universal design for learning

principles, creating a safe and supportive atmosphere, and emphasizing practical skills and real-world

applications, I aim to prepare a highly skilled healthcare workforce equipped to meet the challenges of

today's rapidly changing healthcare landscape.

Take theoretical concepts and turn them into practical applications by using the 4MAT Systems.

(describe 4MAT systems and how you use it.)

https://www.gavan.ca/academic-information/teaching-dossier/statement-of-teaching-philosophy/

“While I enjoy the students for whom achievement seems to come with little effort, I continue to work
to be open and inclusive of students who have obstacles in achieving their full potential. There are the

important, yet basic, actions that should be taken in the classroom: signalling, for example, your

flexibility to work with students identified with learning disabilities. Another basic action that I

undertake is identifying and working to address the barriers that race, gender, sexuality, different levels

of ability and aspects of otherness can create. There are more subtle actions that I take, as well. For

example, in ensuring that my lectures have an oral, written and visual component, I attempt to allow

those learners with learning preferences to engage with the content of the course.”

“Reflective practice and participation in formal and informal professional development are linked to

improved student learning outcomes and engagement as well as improved experiences for teachers”