Falsafah Pengajaran dan Pembelajaran
It is a teacher's responsibility to give students a "compass" to help them navigate the challenging process of learning. The teacher introduces the students to the fundamental concepts or knowledge areas. The teacher then "points" the students in the direction of knowledge applications to launch them on their learning path. Students can explore the unfamiliar region alone or in groups, but the teacher places "compass readings" along the road to make sure they don't get lost. The teacher and students pause at these checkpoints to assess development and exchange feedback. Different learning paths may be taken by students; some are messier and more difficult than others. All people participated in the journey are learners at its conclusion, and they rejoice in their success. It is true that learning and teaching go hand in hand.
Effective teaching needs a thorough understanding of the subject matter, innovative teaching strategies, and a passion for inspiring learners to question what is written in the textbook. Physiotherapists who succeed must put their expertise to use when evaluating patients critically and creating tailored, empirically supported treatment regimens for them. The desire to learn more and the desire to provide better client service are the cornerstones of this accomplishment. I therefore work to impart knowledge to my students in a way that would spark their curiosity so they have this motivation. In order for my students to become effective, evidence-based practitioners, I want them to develop their critical thinking skills in the physiotherapy area. Students should commit to lifelong study because the field is always changing. My job as a teacher is to serve as a mentor for students as they pursue careers as evidence-based practitioners. It is my duty to give students opportunities to engage with the course material by providing real-world experiences and piqueing their curiosity. Applying knowledge to various clinical situations, in my opinion, makes learning more relevant and easier. For instance, I challenge students to use the core information I teach them while also understanding for interprofessional teamwork in physical therapy and professional reasoning. I predict students to analyse knowledge from many sources critically and use it to address clinical issues. However, for students to start thinking and learning in this way, they require direction and example. I provide guidance by consulting the course materials and asking questions in class. These guiding questions force students to consciously consider how they comprehend their subject matter in order to apply it to a situation. I provide modelling through examples drawn from my clinical experience as well as my passion for the subject.
I want my students to use their knowledge rather than remember a tonne of material. In order to assist me find the main ideas that need to be mastered by students at a deeper level, I attempt to adhere to the proverb "less can be more." My instruction incorporates the principles I hold sacred as a physiotherapist. Physiotherapists collaborate with their patients to manage mobility-impairing conditions. As a teacher, it is my obligation to foster a collaborative learning atmosphere. I make sure to make clear to students my high yet reasonable learning goals. I ask questions to help the pupils think, and I welcome their inquiries. I have the chance to evaluate the students' knowledge and provide them feedback on their clinical reasoning through the discourse that is sparked by my questions. Students are also urged to use feedback and reflect on their education. I truly value my 'colleagues in training,' the students, and I am continually learning from them. Students tell me that because of my courteous communication, they are more willing to respect others and meet standards. When a student "gets it," I adore watching their faces. I am always accessible to assist pupils in learning for themselves. Being a part of the students' professional development as physiotherapists makes me feel incredibly privileged. I use the same guidelines when mentoring other educators. I've been told by other educators that my "nothing ventured, nothing gained" mentality inspires them to move outside of their comfort zones and experiment with new teaching strategies. I enjoy sharing my knowledge and skills with both students and faculty members.