Assoc ProfessorTimothy Frawley

Teaching Philosophy

My teaching philosophy is informed by the work of Carl Rogers in that I believe that people will generally seek to do well and progress if afforded the right supports. I also believe that the role of the teacher, where possible, must encompass some aspect of care for learner wellbeing beyond purely the academic (cognisant of personal and professional boundaries). A learner is capable of making gains and evolution should be apparent over time. Learners also develop at different rates and therefore, judging a person’s ability based on early or initial impressions is to be avoided.

I recognise that people may choose to learn in different ways. Some people may enjoy listening or reading. Others may enjoy doing while others still may prefer individual or team pursuits. While I value the ability to learn independently and autonomously, I praise attendance at planned sessions. While not encouraging presenteeism, I acknowledge that there is a societal benefit when learners, workers and others attend to their duties in an organised manner.

Generally, I believe it is important to be kind and approachable. This quality must be evident in clinical practice and therefore I consider it appropriate to model this in teaching settings. Furthermore, while I value a prudent and serious approach to learning, fun is to be encouraged and occasional irreverence in the classroom is welcome. Despite a desire to see all students do well at assessment, a need to protect the public and maintain professional standards should be evident and be seen to be evident in the fair grading of student assessments.

I am influenced by a range of theorists including the philosopher, Martin Buber, who referred to ‘Doing for, and Doing with’. I maintain that there are times in healthcare and education where we must ‘do for’ people. Ultimately, ‘doing with’ or alongside and in partnership with others is a gold standard and one I strive to achieve. As such, ideally, a range of engagement exercises should be evident in my teaching and a willingness to hear constructive criticism and new ideas should be apparent.