Llewellynton A. Bachus

Llewellynton A. Bachus, MBA, MHR

Teaching Philosophy

It appears that an inherent or endemic character trait for humanity is that people are inquisitive. Consequently, educational objective should be such that it invokes a drive to get answers or a better understanding of issues that affects humanity’s way of life and thought process. As a result of my self-directed learning initiative to enroll at the University of Oklahoma (OU), my outlook on life has improved significantly. OU has fully prepared me to give back, in terms of being socially responsible and helping adult learners learn and understand how to learn. OU has given me the foundation to do greater exploits in academia and have positively impact my decision to further my education. Currently, I am a Doctor of Education (EdD), Adult Education, candidate at Capella University.

Accordingly, my subscription to academia now is to teach, facilitate or enable innovative advancement of knowledge and adult learning concepts. As such, I progressively and actively seek to promote my teaching philosophy as a mantra for academic empowerment of the citizenry on every occasion. The setting, for this undertaking, may be in a traditional classroom, distant or hybrid, at a military field sight or general public grouping; nonetheless, my intent is to promote critical thinking to broaden knowledge base and skills sets. In so doing, I consistently seize the opportunity to methodically and systematically apply reason to address or approach unfamiliar situations and conditions in order to generate better understanding. I specifically accentuate scholastics to ponder directions and trends and cause and effects, as opposed to repetitive facts memorization. To further build confidence in those around us, who are seeking answers to the questions, I tacitly persuade my audience to ask questions. I believe it is added value when teachers use this approach; although it is challenging to allocate time for such activity in a classroom environment. One approach I have used to prompt questions is through the programs of instructions and courses construct designed to answering questions. I have been developing these training courses materials to support different learning styles across a broad multicultural spectrum since 1985. The curriculums are specifically designed for both military and civilian students to assess and improve individual cognitive development based on reading and writing assignments, lectures, small group discussions and learning preferences to fully explain principles and concepts as necessary. I am currently writing a handbook for my organization; designed to support new employees training and integration and a refresher course for the tenured workforce.

Based on potential user feedback and surveys from the field, the interest in these courses when I spoke about it at an organizational symposium is encouraging. I anticipate that, going forward, the publishing of this handbook will bring about new impetus that will lead to the development of similar classes at various United States Army posts, camps, stations, and other institutions. Another significant aspect of my teaching philosophy is promoting reasoned written and oral initiatives, particularly in constructing or expanding logical discourses and arguments. A key characteristic of this is using my time making suggestions, considering the added value when attendees get the opportunity to present their ideas more effectively. This is very beneficial; particularly if someone demonstrates how and why adjustments could be put in place to support their natural learning styles. Finally, as a result of my learning experience at OU, I intend to promote a sense of enlightenment in academia and the community. Even though my exposure to adult continuing education predominantly involves military students, my teaching aspirations are not limited to any particular demographic. I am an educator who subscribes to the advancement of our citizenry. As such, I am a voice in the chorus where the mantra is about steadfastly asking "how?" and "why?" questions in order to solidify educational footings and bring about desired future state for organizations and peoples. There are so many unanswered questions; most of which seemingly has not been asked. As such, I desire that the questions continue to flow as I prepare to provide better answers through, appreciative inquiry, reflective thinking, reasoning and critical thinking.