Individuals spend years learning at schools and institutions, at work, and for self-development, and they form different attitudes toward obtaining knowledge and applying it in life. Teachers combine their education experience with academic information about it and practice and have beliefs about success in their job (Hardie et al., 2022). My perception of studying evolved from the school’s requirements and absolute authority of an educator to an adult understanding that various factors influence an individual’s motivation, capabilities, and approaches to obtaining information. This paper aims to discuss my beliefs and attitudes about learning and teaching and reflect on the experiences and people that influenced them.
The school played the most significant role to me as a learner because it made me understand that studying is a long, consistent process that requires discipline and motivation to achieve certain goals. Indeed, both children and adults obtain knowledge more willingly when they are truly interested in a subject and are aware of the benefits of reading, writing, counting, and practicing skills (Ferrer et al., 2020). My high school English teacher influenced my beliefs concerning how students learn as they prioritized addressing personal motivation to improve rather than completing the curriculum. Furthermore, my attitude toward learning as a long process is based on how knowledge is acquired in an academic setting with separate topics, books, and scheduled exams.
I believe that a teacher’s personality and ability to draw attention and develop interest is as essential as their mastery of the subject because it influences students’ academic goals and aspirations to achieve them. This point of view is based on my experience of learning Physics when a professor encouraged me to try various tactics to understand and apply new information rather than making me hate the discipline. Teachers should demonstrate their interest in the subject and provide strong reasoning for their students to learn diligently (Ferrer et al., 2020). In my opinion, educators should support contagious attentiveness to obtain knowledge and offer engaging cases to apply it in practice. Such attitudes are more productive and have better outcomes than strict marks and attendance requirements.
Learning and teaching philosophy is evolving because I am engaged in both activities and continuously explore them from different perspectives. My main beliefs were formed through obtaining knowledge in an academic setting and interacting with professors. I developed an attitude to perceive learning as an essential aspect of my life and teaching as an activity that should be based on interest and motivation rather than disciplinary requirements.
Ferrer, J., Ringer, A., Saville, K., A Parris, M., & Kashi, K. (2020). Students’ motivation and engagement in higher education: The importance of attitude to online learning. Higher Education, 83, 317–338.
Hardie, B., Highfield, C., & Lee, K. (2022). Attitudes and values of teachers and leaders towards entrepreneurship education. Research Papers in Education, 1-25.