Audio Transcript Auto-generated
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hi,
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I'm gonna talk about my teaching philosophy and what
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I hope to bring to the intensive week.
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My teaching philosophy is a
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constructivist teaching philosophy which assumes that
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students bring as much experience into the classroom as the teacher does
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I believe in intentionality. And during this intensive week, I
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want to foster an atmosphere of safety of risk taking of vulnerability
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that encourages
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um rich and meaningful conversations and reflections.
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A constructivist teaching philosophy also understands that
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the lived experiences of the students um
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exist and they're there. I will be learning from the students
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just as they will be learning from me.
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But they bring a lot through their lived
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experiences into the room and into their reflections and
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what they bring to their clients
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Eyes into the heart of the client,
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the reflection of content and reflection of feeling can bring insight,
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their reflection of content and feelings can bring insight
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that I had not thought of. Um
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it could lead a client down a different path
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that I, that they wouldn't have been
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if I had gone with the
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con a reflection of a different feeling.
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So there's no absolute right way for a case
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conceptualization and we can all learn and grow from
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the way each other case conceptualizes
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I hope to facilitate a growth mindset that is full of curiosity, reflection,
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different perspectives, possibilities.
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Um I think curiosity
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of understanding
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other people. Clients are classmates.
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The professor myself is a huge
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part of a construction constructivist teaching philosophy
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diversity.
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constructivism is a, is very culturally aware
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and it allows for multiple right answers, views and beliefs. This makes it a very
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uh
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a
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safe place to foster relationships,
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to understand different religious backgrounds, different racial backgrounds,
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ableism,
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disabilities, we all bring value into the room. Um
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And it's one thing that I love about a constructivist philosophy,
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have to be here.
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I want to help engage students in a way that they are not here.
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because they have to be here but because they want to be here.
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I want to be an experience that they walk away thinking that was one of the highlights
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of our program
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being there physically is absolutely not the same
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thing as participating in the learning process.
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One second
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participating in the learning process.
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Um when students participate versus just being there, doodling,
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being distracted when they're actually really engaged.
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That is when
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growing, expanding and retaining what they learn is fostered.
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So I hope to join the
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intensive engaged students in a way that
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encourages them, wanting to be part of their own learning process.
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synergy.
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One of my favorite things, this is one to more people, thoughts, ideas, beliefs,
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et cetera.
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Join together to produce a greater combined outcome or effect that
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is more powerful than an individual's separate outcome in effect.
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This is the experience that I hope the students also walk away with a synergistic one
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that
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together all of our thoughts and comments and reflections and feedback
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that
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the that is what's powerful, that it's more powerful than
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the skills that they will be practicing on their own in the videos
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that it is the collaboration and it is the conversations and the engaging.
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And
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if the
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environment can be safe enough that
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people can ask questions and be vulnerable,
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then all of our wisdom and all the
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thoughts and ideas together will have the greatest out
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The greatest outcome for everybody.
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Thus, constructivism,
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powerful lasting results that were formed through synergy between myself,
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the students, the professor or interactions throughout the pract experiment
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experience.
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This is kind of how I encompass bringing
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a constructivism philosophy into the intensive week.
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with the students.
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I
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expect and hope for
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active participation. So experiential learning, I think is powerful
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and
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with my teaching philosophy, I
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do a lot of in experimental experiential learning. Um
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which is the whole point of the intensive week for the ce S students,
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for the master level students
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that they get to put, to practice everything that they have learned so far.
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awareness.
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I think it'll be key for me to notice behaviors to notice the nonverbals
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which allows me to stay in tune with the needs of the students.
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This awareness can signal, signal a need for me to adjust my delivery of information
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and possibly the way that I gave feedback if it doesn't land well, um
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that is on me to be aware and to see how that lands and to know how to adjust,
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to be able to give comments in the way that students are most
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receptive to it
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and that will benefit them the most.
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And so awareness,
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my awareness of what's going on and who's engaged and who isn't engaged.
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And
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my own curiosity of
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Is this person distracted? And how can I engage them? I think
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is gonna be something that I pay attention to.
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empathic instructional strategies,
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this can increase a student's ability to shift perspectives
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to access,
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understand and consider the feelings of others in a judgment in a judgment free way.
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I think this is critical.
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Um
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in that without vulnerability,
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I'm not sure as much growth will happen as
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could happen.
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And so being able to be vulnerable and know it's not judgment but
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just different perspectives. And to take it,
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I think starts with modeling from me
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And the professor that I'm assigned to Doctor Mayola,
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I think an empathic instructional strategies is important in
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my tone in the way I deliver feedback.
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Um to remember to sandwich my feedback,
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to point out the positives and what they did and
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what they did. Great. And
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I think my way of,
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helping them maybe grow is asking questions like what other,
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for example,
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if it's emotion and they didn't reflect an
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emotion instead of just telling them well,
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this is the emotion that that person had.
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You didn't say it.
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My approach typically in the past has been,
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What emotion, what do you think they might be feeling if you were in their shoes?
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What emotion came up for you in that moment? What were you feeling in the moment?
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Because the emotion that you were feeling in the moment?
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Very likely if you're in tune with your client is
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the emotion that they're feeling.
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So asking them the questions and letting them dig deep, believing
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sends a message that I believe that they know
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and it just didn't cross their mind to say it or it was,
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they weren't sure if they should say it.
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So asking those reflective questions I think
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is an approach that I will use for um empathic
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instructional strategies.
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Um
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Strengths,
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I think highlighting and emphasizing strengths in addition to that feedback
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um
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allows and fosters
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an atmosphere that can stretch them and grow them.
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In addition to highlighting what they're doing right. There's no right or wrong.
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And so there's no absolutes in critical, in
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constructionist
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Theory
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And so that is gonna be important for me to
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highlight the drinks while encouraging.
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through my questions,
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um
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deeper insight and deeper reflection.
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So that is what I hope to bring in to the three week intensive or to the intensives
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is how I have engaged so far with students and
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the feedback for the students that I'm assigned to.
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Um
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when there have not been any reflection of feelings,
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I have asked questions and thrown out because it's not face to face.
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I've thrown out
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a handful of ideas and asked them like, what might have they been feeling
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in that time? I've only done one week. So
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um
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yeah, we will see how that goes. But
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that is my philosophy. I am big on
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awareness and feedback.
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So I will also be listening and expecting feedback from Doctor Mayola on ways
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that can strengthen me as a professor and in ways of giving feedback.
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And though I come from a constructivist background,
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I'm also a fan of many of the theories and so kind of like counseling theories.
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I have a tool belt and
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I am fine stealing from that tube of others and learning
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and growing and stretching even from where I am comfortable with,