Educational Philosophy
Inspiring students with fulfilled plans and well-designed constructions in education motivates them to be creative in learning. My philosophy is constructed based on students reaching their targets in education through experiencing a smooth and professional path. My professional concepts of communication in the education system are constructed upon mutual respect and treating students fairly and equally in multicultural environments.
As an adult educator, the discussion about global sustainability and equity in education inspires me to acknowledge treating students, faculty, and staff fairly, without prejudice, and offer them my help and support. In addition, I insist on reconciliation and acknowledgment of Indigenous rights as the first residence in Canada. They are respected minor populations with spiritual and reach cultures that value our society. They have to be inclusive in higher education and have access to equal education and employment services.
Experiences of facilitating education in a private career college taught me to be persuasive and responsive professionally to the student's needs and inquiries. A combination of pedagogies and experiences of delivering synchronous and asynchronous courses, assignments, and exams empowered me to be able to analyze students' progress, check their plans in self-studies within the timelines, and conduct in-depth systemic assessments. Formative learning assessment is one of my favourites in education as it encourages educators to initiate bilateral communication with students upon critical thinking, feedback, and reflection on their knowledge.
Adult and young adult students are fully-fledged individuals who deserve success in social interactions. They need a systematic education to assist them in learning and improvement while carrying out substantial duties in life and jobs every day. Fortunately, online education responded appropriately to this request, and facilitators deliver courses and curricula online and according to a timetable and schedule to pass.
Alongside this system, young adult students learn to balance their self-authorship and socialized- authorship for decision-making and living in a democratic society. Baxter et al. (2004) expressed that self-authorship would be an integral component of 21st-century learning outcomes and a characteristic of effective citizenship in the modern world (as cited in Van der Lecq, 2016).
In the position a facilitator, I am a self-coach first, then a leader for the students. I believe educational leadership consists of a collaboration between the schools' authorities, faculty, staff, and students to reach short-term and long-term targets. To have critical thinkers, students-oriented education with formative assessments helps students to learn wisely and support the democratic system in education, life, and the workplace.
In the position of educator and facilitator, I am a self-coach first, then a leader for the students. I believe educational leadership consists of a collaboration between the schools' authorities, faculty, staff, and students to reach short-term and long-term targets. To have critical thinkers, students-oriented education with formative assessments helps students to learn wisely and support the democratic system in education, life, and the workplace.
I love my students, and I am pleased that life changed my job field on this path. Adult education in the form of online long-distance methodology is my profession proudly. My talents and experiences in teaching and cooperating with team leaders attached my attention to work in higher education.
Mehrossadat Saberi November 2021