I consider the development of the curriculum a student-centric task that must take into account the students’ background and learning styles. Once I realized that I am teaching students from diverse backgrounds, I consciously construct an environment where students, tutors, and supplemental instructors contribute to the curriculum. I constantly contribute to the curriculum from my classroom because I am constantly making suggestions for my assigned course contents, providing updated materials and designing activities that aimed at the development of field-based soft skills.
Also, by providing updated material regarding the subject matter, students are encouraged to discuss the content in a real-life context. Also, the quality of the selected readings and cases serves as fertile ground to develop critical thinking skills that contribute to a long and pertinent transformation of society. The focus of the materials in my classes surpasses the mere theoretical content to the syllabus and continues on the application of the material they have learned. Also, students become active participants in the enhancement of their own curriculum because they are encouraged to create content. Learning starts where the student is and not at the beginning of the content.
The importance of the content in a curriculum is undeniable; however, content by itself does not guarantee good professionals but teaching the content in a way that propels soft-skills does. I manage to guide students to the achievement of a lesson outcome by realigning the student learning and providing the appropriate instructional strategies. Thus, the curriculum sometimes varies depending on the groups I teach which translated into a plausible interaction between students, teachers, and knowledge. This interaction also brings the opportunity to develop soft skills such as empathy, discipline, dependability, integrity, persistence among others. Nowadays, the development of soft skills can make the difference when finding a job in the real world, and by promoting an integral curriculum, I am fulfilling my duty as a teacher.
I keep the learning needs of my students in my mind when I select resources for each class. Diversity in the classroom requires a variety of materials to enhance learning from different perspectives. In my classes, students identify with the materials because I try to address all types of learning styles by employing different learning strategies.
By asking students to conduct in the exercise of freewriting especially in terms of case studies and assignments, reflective learners are catered for. Sensor learners benefit from their engagement in real-life scenarios because they see the relation of the material with the real world. Likewise, such real-life scenarios cater to intuitive learners as they are able to apply what they have learned. Visual learners are supported by the videos and diagrams, while verbal learners enjoy face to face interactions in classes. Every student is encouraged to record the lectures, granted access to the carefully scripted presentations, and had access to the textbook and other reading material. Sequential learners thrive and gain understanding in linear steps, so they can draw connections and hold on to the logical structure provided by the student guide. This also assists the global learner to see how everything comes together and how to make connections instead of only getting the full picture in the end. In general, the wide variety of activities provided in my classes aims at respecting different learning styles and promoting the integration of students.
Research is crucial in conducting effective teaching and learning sessions because it provides the basis for a reflexive teaching methodology. My organization skills and time management play a main role in lesson success. Also, in order to succeed, I take risks, explore and experiment while knowing that not everything I attempt or new technique may work; that is why I cherish my student’s feedback as a tool for improvement. Research- led approaches to enhance student experimentation and involvement. I promote the development of students’ inquiry-skills through a teaching approach that benefits from intellectual curiosity and leads to collaboration as they contribute to the knowledge.
For example, constructive alignment entails stating the learning objectives in terms of the taxonomy and selecting learning activities that train these skills and competencies. This results in students using higher-level thinking skills in order to be successful. Students are therefore able to translate new information and offer solutions or arguments, resulting in the development of new information. Students adopt a critical approach to consuming information this prepares them to engage in scholarly conversations and debates in our discipline, which prepares them for research in their professional lives.
My leading actions—making use of the most current and appropriate prescribed textbook and study material, using tools like Lexis Nexus, establishing good relationships with textbook publishers ensure not only my constant awareness of any changes in this field but also my students’ access to the latest resources. This coupled with my marketing and retail knowledge and expertise and my relevant experience in teaching reflects my command for the field.
I have a Masters in Management Sciences: Marketing, in my dissertation, I dedicated my entire dissertation to researching on the influence of brand awareness and brand image in the selection of a University of Technology (UoT), in KwaZulu Natal (KZN) among first year students and this resulted in enriching my knowledge which leads to making changes in the design of the curriculum. I am currently working on my Ph.D. studies, and I am confident I will be able to plow the knowledge and skills I obtain back into my teaching practice.