I am originally from Hong Kong and moved to the United States when I was a little girl. Even though I grew up in California, my upbringing was mainly enveloped around the Chinese culture and its values. It was a very sheltered experience, and I didn’t really realize it until I was an adult and started to experience life more fully. I often find myself asking the most basic questions during regular conversations because there are many aspects of the American culture that I missed out on. Another aspect of my life that I grew up with is having a learning disability. It takes me two to three times longer to read and comprehend new material. After getting diagnosed, I have learned some great techniques to compensate for my dyslexia and auditory processing issues. Learning must be a very interactive experience for me. The more I can include visual or tactile stimulation while I am learning, the better I am able to understand and retain the information. I have also learned that asking questions is the great way to enhance my education. Learning has become something fun and enjoyable for me. I love studying new material and have always enjoyed being in a school environment for that reason.
I have established two basic philosophies as a teacher – provide students with an opportunity to learn by asking questions (O’Shea, 1994) and create an experience of learning where students get to practice their new knowledge and skills (Connie, 2010).
I believe the opportunity to ask questions is so critical in establishing a positive learning environment. If students do not feel comfortable asking for clarification or obtaining additional information through inquiry, it does not create an environment that is enriched with a sense of scientific thinking and personal discovery (Galbraith, 2004; Knowles, Holton, & Swanson, 2012). I believe in having two-way communication so I will often ask questions throughout my lectures. This helps me to gauge the level of knowledge of my audience and whether or not they are understanding the material that is being taught. There are times when there is complete silence. As a novice instructor, I used to feel uncomfortable with the silence. I now wait for an answer, even if there is a silent pause. If none of the students know the answer, I will take an opportunity to ask what specifically they are not understanding. I will stop the lecture and focus on that topic. I know that some students do not feel comfortable speaking in front of the whole group, so I give breaks throughout the lecture. I am very consistent about staying in the classroom during the break, as well as after the class is over, so that I am available to ask questions on a more private basis.
The ability to create a learning experience where students get to practice their knowledge and skills that they have learned helps them to fully learn the material beyond knowledge and comprehension (Curran, 2014). I want my students to learn how to apply and synthesize the knowledge they have gained. As I develop my lesson plan, I infuse various activities that provides students with an opportunity to use what they have learned (Russel, 2006). From my observations, I feel that this helps the students think out loud, work together in groups for additional support, and provides me a chance to observe and analyze their abilities. Activities can include simulation, case studies, clinical application scenarios, and practice time.
Teaching has become a passion of mine. It is the favorite part of my job as a clinical nurse specialist. I especially love it when I see the expression of a light bulb pop up when students learn something new. It is a very rewarding experience and I hope to continue in my own professional development in this field of pedagogy.