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Dr Conor Buggy


Conor Buggy

Lecturer/Assistant Professor
School of Public Health, Physiotherapy and Sports Science
University College Dublin, School of Public Health Physiotherapy and Sports Science, Woodview House Belfield Dublin 4


My teaching philosophy is based on a proposition that “Teaching is all about Learning”. Thus in order for me to improve my teaching I must focus on the future learning needs that develop through interaction with my students. To me learning is something that occurs in a rather unstructured and dynamic way but it can be organised into a process of connection building. As we make new connections between known concepts, add new strategies, linking new and old concepts, then both the teacher and the student begin to learn and our collective body of knowledge grows. I consider teaching solicits a dual relationship between teachers and students; both have duties to one another to ensure success. As a teacher it is my responsibility to provide students with the following: • an environment conducive to learning, • knowledge that will help them be successful in achieving their career and life goals, • materials, opportunities, and feedback that will help them learn, and • help in becoming and remaining motivated to be successful both in their studies and in applying their knowledge to solve problems in their lives. I also consider that students have duties to me, to their fellow students, and to themselves. I believe that it is the students' responsibility to be supportive of the teacher and fellow students by being: • tolerant of different points of perspective, • prepared for class – even if that means being asked to unlearn what they have learned, • willing to work hard to complete course activities and learning outcomes, • willing to bring their experiences into the class to enrich discussions, and • willing to try to apply what they learn in class to solve the problems they face on their jobs and in their lives. Due to the fundamental duality of these duties, I consider it to be a mistake to see students as customers or as clients. Such a strategy indicates incorrectly that the primary focus of the relationship is the teachers' duties to the students rather than the duties of students to their teachers, fellow students, and themselves. I consider it a privilege to be a teacher and I will never be one that just stands at the front of a class and delivers information like a talking book. I expect to learn as much from my students as they can learn from me. I am merely the guide to their studies and a facilitator of knowledge.


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