Module 1: What kind of teacher am I?

I admit, it was hard to keep up with the previous week’s tasks. I mean, there’s a lot of things on my plate hence it was a bit challenging to finish everything with my disposition still intact. Nevertheless, it was rewarding to accomplish Module 1 of EDS 111 for I was able to know myself more in terms of teaching.

TPI Profile

Since I am not yet in a teaching job that I want to have, I just answered the Teaching Perspectives Inventory (TPI) based on my experience as an online trainer. After taking the survey, I learned that I am more on the Apprenticeship and Nurturing Perspectives. This means that my beliefs and intentions as to teaching is that students need to be shown how to accomplish things. It is more effective that they get to have an actual feel of how things are done in order to learn. Lessons are taught in a way that students will get to practice it in the real world. I indeed adhere for this perspective because I believe that knowledge is more inculcated when one gets to actually do it. As for the nurturing part, the teacher’s technique is work through the heart of the students. It includes motivating them, encouraging them, and giving worthy advice. I think that these two perspectives work hand in hand because in order for a learner to practice doing a skill, he/she needs to be motivated and inspired to do such.

In my case, it is a challenge to employ apprenticeship because I teach in an online platform. I only get to task my students to draft their own sentences and paragraphs which I check afterwards. I show them how to properly compose a sentence by correcting them politely and making sure that they understand why they should be written this and that way. However, not all students like to be told what to do. Thus, I should teach them according to their learning style. In that sense, I need to adjust my activities to cater each of my students. Teaching is really not a one-size-fits all process.

Similarly, teaching styles, which I believe are dictated by a person’s teaching perspectives, should also be open to changes. In the other survey that we were asked to take, I learned that I have an Expert, Formal Authority, Personal Model, and Delegation styles. In a particular educational environment, teachers can employ various styles at one point in time. This is because, just like what I said, styles and strategies must cater all kinds of learners in a group. Teachers need to be adaptable and considerate.

It is important that educators are aware of their styles and perspectives so that they make their strategies more effective. It can also allow them to be have a control of the learning that may take place. And most importantly, knowing these things can help teachers to improve themselves professionally, and to some extent, personally. I appreciate our Module 1 because I become grounded to these concepts and it inspired me to be a better trainer/teacher (in the future!). 🙂



Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142-149.

Pratt, D., Collins, J.B., & Selinger, S. (2001). Development and use of the Teaching Perspectives Inventory (TPI). Unpublished paper presented at the 2001 AERA annual conference, Seattle, Washington, USA.


2 thoughts on “Module 1: What kind of teacher am I?

  1. Hi Alex!
    What an inspiring post you got there! I guess everyone feels the same about accomplishing our task but as you said it’s all worth it after all. Congratulations on your apprenticeship perspective which defines teachers as “highly skilled or experts” (Pratt,, 2001). Though you are teaching online you were able to find strategies to apply your perspective and style. I believe that it was never a hindrance especially now that you have experienced on how to be an online learner. You can get a lot of ideas and strategies on how to promote your style and perspective to facilitate effective online learning or adjust it to meet the needs of your students. Good luck on your endeavor and cheers to knowing our TS and TP.

    Pratt, D., Collins, J.B., & Selinger, S.,2001 (Development and use of the Teaching Perspectives Inventory (TPI). Unpublished paper presented at the 2001 AERA annual conference, Seattle, Washington, USA. Available at

    Liked by 1 person

    • Thanks for the kind words, Krishna! I actually feel lucky that I get to apply my teaching perspective and style even just in an online platform. I believe that this will serve as a practice to me for my future endeavor as a teacher in a traditional classroom setting. Cheers to us! 🙂


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