Analyzing the Teaching Philosophy

Teaching Philosophy Active learning is my teaching philosophy. In active learning, students are asked to solve problems, devise and answer questions, and participate in class discussions. It is also supplemented by cooperative learning wherein students' group are made to work on projects following certain conditions that develop positive interrelationship as well as individual responsibility. Besides, I strongly belive that developing affinity with students and creating a favourable learning environment is equally important with subject command (Aguilera, 2005).

Courses that I teach include: comparative management, international business, global strategy, and comparative employment relations to undergraduate and graduate students. I usually focus on international aspect. Understanding of international issues cannot only be attained through learning by heart, the facts and figures provided in the course. The urge to know, how management practices and business organisations operate across the world, must be enhaced in the students by the teacher (Aguilera, 2005). I try to provide students with various conceptual frameworks to deal with opposite and unclear huge information about international competition.

It's purpose is to make students able to understand the differences between multi-domestic and world industries. It also gives them a framework for assessing which global policy will support and increase the firm's long-term profitibility and value, and to present them a clear understanding of the method to evaluate and understand the effects of economic, cultural, financial, political, and social aspects on international management decisions (Aguilera, 2005). My eventual aim is to produce efficient future managers and responsible citizens in a progressively connected global world.

I totally agree with the statement of Russian educational psychologist L.S.Vygotsky about learning; that it is socially constructed. Therefore, to learn and enhance competence in the profession of teaching, my students require opportunities to interact with each other and with me. To become competent teachers, my students must be given opportunity with responsibility of life-long learning. It includes sharing teaching-knowledge with others and realizing the areas which are still unidentified to them. I want to see my students confident enough using their own knowledge and advancement as teachers.

I create scenarios wherin students have authority to apply their knowledge in their classrooms. Lastly, My aim is to develop all aspects of the students through teaching i.e. the cognitive, affective, and behavioral aspects of the human being.

Besides making sure that students are learning the basic content of the courses, my aims as a university teacher are as follows: (a) to cultivate critical thinking skills: (b) to help students in obtaining lifelong learning skills; (c) to support students develop problem-sloving mechanims: and (d) to train students to work as highly-skilled and efficient speech-language scholars beyond the sphere of practice in the area of business (CLRT, 2016). Moreover, I use various methods for student assessment that includes examinations, research papers, group projects, and short in-class writing tasks.

Although I strongly believe in the importance of the testing process to ensure that students comprehend the material, questions that are asked for students to reproduce facts, without examining them critically does not serve the purpose. I put great effort to develop short answer/essay test contents that compel students to analyze, synthesize, evaluate, and apply concepts learned during the course (CLRT, 2016). As an instructor, I not only consider my role as a knowledge provider, but also a facilitator and a source of other resources.

Students should believe that they can easily approach me and I'll be available to answer their queries, and will truly contribute in their academic success. I try to.