Teaching Philosophy
Dr. P. lumbered around the front of the classroom grunting, barking and making exaggerated facial expressions.... Had he ‘lost it’ ?!?!
No, Dr. P. was illustrating the similarities in body language between humans and other primate species in a physical anthropology course. I have yet to purposely act like an ape in my classroom, but I hold this lesson from my undergraduate experience as a model for my own teaching practice: a teacher with passion, humility and humor, who is brave enough to pursue teaching practices outside the box, can engage and challenge students to lead them to better and more memorable learning experiences.
I love teaching! For me, teaching is more than imparting knowledge. More specifically, I see my role as facilitator. I hope to build on students’ interest in learning for intrinsic reasons, and not just for the reward of good grades. I hope to advance their ability to ask good questions and seek out and analyze evidence, and to expose them to diverse ideas and opinions. To do this, I try to go beyond ‘the lecture’ by creating lessons with opportunities for fun, memorable and active learning experiences that capitalize on different learning styles. For example, I use games, re-enactments, discussions, case studies, student led activities, mock scenarios, reflective writing and a variety of technologies. Students have responded well to this approach, in their feedback they write that they actually learn the material instead of just memorizing it and that I have made class fun. Outside the classroom, I try to provide opportunities to apply what they have been learning in class to real world such a getting them involved research and working on projects for industry.
Every student comes to class with a diverse range of experiences, strengths and challenges. I like to know my students: their names, backgrounds, interests, and abilities. For many students, learning is a challenge, for others, it’s balancing life’s responsibilities with my expectations as an instructor. I teach with empathy: I try to understand where my students are coming from, what approach might be most meaningful and understandable to them and, if appropriate, when they might require extra support or accommodation. I try to provide a comfortable atmosphere where students feel like they can ask questions, participate or even make ‘mistakes’. A principle within learning psychology literature is that learning occurs best when students are sufficiently challenged and feel they have support from their teacher. I aspire to promote students’ independent learning and thinking, by providing sufficient classroom and office-hour support, while giving students manageable challenges for their level of ability. I love seeing my students’ confidence, independent reasoning and knowledge progress.
As my students are evolving, so am I. My teaching is a work-in-progress. I am continually aiming to improve by examining my successes and failures. I have learned a great deal from teaching effectiveness courses and by soliciting student and colleague feedback. While it might be ‘easier’ to teach students who are already engaged learners, some of the most meaningful feedback I have received has come from students who have challenged me. One of these students handed me a note after her last exam. In that note, she wrote, “Thank you for the past two years! I know I haven’t been the ideal student, but you never ceased to continue helping me along. For that I will never forget you!... You are an amazing teacher and it is clear that you are passionate about what you do....”
My teaching model Dr. P.’s knowledge, passion and amusing approaches made a topic interesting, relevant and easy to learn for me as a student. With models like him, I hope to do the same for my students.
No, Dr. P. was illustrating the similarities in body language between humans and other primate species in a physical anthropology course. I have yet to purposely act like an ape in my classroom, but I hold this lesson from my undergraduate experience as a model for my own teaching practice: a teacher with passion, humility and humor, who is brave enough to pursue teaching practices outside the box, can engage and challenge students to lead them to better and more memorable learning experiences.
I love teaching! For me, teaching is more than imparting knowledge. More specifically, I see my role as facilitator. I hope to build on students’ interest in learning for intrinsic reasons, and not just for the reward of good grades. I hope to advance their ability to ask good questions and seek out and analyze evidence, and to expose them to diverse ideas and opinions. To do this, I try to go beyond ‘the lecture’ by creating lessons with opportunities for fun, memorable and active learning experiences that capitalize on different learning styles. For example, I use games, re-enactments, discussions, case studies, student led activities, mock scenarios, reflective writing and a variety of technologies. Students have responded well to this approach, in their feedback they write that they actually learn the material instead of just memorizing it and that I have made class fun. Outside the classroom, I try to provide opportunities to apply what they have been learning in class to real world such a getting them involved research and working on projects for industry.
Every student comes to class with a diverse range of experiences, strengths and challenges. I like to know my students: their names, backgrounds, interests, and abilities. For many students, learning is a challenge, for others, it’s balancing life’s responsibilities with my expectations as an instructor. I teach with empathy: I try to understand where my students are coming from, what approach might be most meaningful and understandable to them and, if appropriate, when they might require extra support or accommodation. I try to provide a comfortable atmosphere where students feel like they can ask questions, participate or even make ‘mistakes’. A principle within learning psychology literature is that learning occurs best when students are sufficiently challenged and feel they have support from their teacher. I aspire to promote students’ independent learning and thinking, by providing sufficient classroom and office-hour support, while giving students manageable challenges for their level of ability. I love seeing my students’ confidence, independent reasoning and knowledge progress.
As my students are evolving, so am I. My teaching is a work-in-progress. I am continually aiming to improve by examining my successes and failures. I have learned a great deal from teaching effectiveness courses and by soliciting student and colleague feedback. While it might be ‘easier’ to teach students who are already engaged learners, some of the most meaningful feedback I have received has come from students who have challenged me. One of these students handed me a note after her last exam. In that note, she wrote, “Thank you for the past two years! I know I haven’t been the ideal student, but you never ceased to continue helping me along. For that I will never forget you!... You are an amazing teacher and it is clear that you are passionate about what you do....”
My teaching model Dr. P.’s knowledge, passion and amusing approaches made a topic interesting, relevant and easy to learn for me as a student. With models like him, I hope to do the same for my students.