I am aware reflection is an essential part of the learning process. I am finding it cathartic in some ways, deliberately and carefully examining my values and beliefs rather than taking my assumptions and surroundings for granted (Groen and Kawalilak, 2014). My top six values are kindness, excellence, family, integrity, health, and self-discipline, and I try to weave each value into my instructing.  

            The results from taking the Teaching Perspective Inventory (T.P.I.) were not a surprise to me. In order of high to low are liberal, behaviour, progressive, radical, and humanistic. However, I know all these philosophies reflect my instructing experiences, what I feel is vital in education, and how I should teach the class. I think my (liberal) learners receive a well-rounded education in my class because the information I present is organized, discreet, and content-specific. My goal is for my learners to be organized, rational, and literate in the subjects taught (Groen & Kawalilak, 2014). In my police ethics class, we review ethical dilemmas and discuss processes to make proper moral decisions. My (behavioural) learners emphasize the external environment while taking an active role in learning with observed behaviour with measured results. In my traffic direction and control class, learners receive a lecture, in-class demonstration, video presentation, on the street demonstration, and the learner then demonstrates the maneuvers outdoors. My (progressive) learners receive practical knowledge and problem-solving skills. In my investigative techniques class, learners receive lectures and real-life policing examples of investigations. Learners with law enforcement experience and problem-solving experience may do very well and, at the same time, assist learners not so experienced. My (radical) learners receive knowledge of the current local and world social and political views. Learners talk about current affairs, including black lives matter, the Ferguson shooting, and others to ensure they are aware of recent social and societal changes they may encounter in their new careers.  My (humanistic) learners are taught to assume responsibility for their learning that it is lifelong. Like many occupations, law enforcement is ever-changing, and learners must enhance their knowledge, growth, and development.

            My goal is to be the best instructor I can be, and Mezirow argues in his theory of transformation, learners do change and as their thought changes, so do their behaviour. I want my behaviour to change in positive ways, and one way to do that is to continue to challenge and question my viewpoints and teaching philosophies.

References

Groen, J., & Kawililak, C. (2014). Pathways to adult learning. Canadian Scholars’ Press.

Kuhn, T. (1962). The Structure of Scientific Revolutions. University of Chicago Press.

LabR Learning Resources. (2008-2012). The PAEI Questionnaire. In LabR Learning Resources:

Perspectives in Adult Education. http://www.labr.net/paei/inventory.html

Spencer, B., & Lange, E. (2014). The Purposes of Adult Education: An Introduction (3rd ed.).      Thompson Educational Publishing, Inc.

Zinn, L. (1990). Identifying your philosophical orientation. Chapter 3.  In M.W. Galbraith (ed.) Adult Learning Methods: A Guide for Effective Instruction. Krieger Publishing Company. 39–56.                https://pbea.agron.iastate.edu/files/Philosophy%20of%20Adult%20Education%20Inventory    %20%281%29.pdf