A Teaching Philosophy

Teaching Philosophy

While higher education continues to shift in order to meet criteria for academic policy and economy, more and more individuals are seeking out college degrees. As a college instructor, I feel it is my duty to teach students, to the best of my ability, the way I was taught by several instructors throughout my educational career: with dedication and careful attention to each students’ needs. It is my intention, as well as a privilege, to see that every student enrolled in my courses receive the following:

 Consistent exposure to a learning style students can best relate to
Today, teachers have a wider range of students, which necessitates a need for a variety of teaching techniques. In order for me to meet the needs of visual learners, auditory learners, and experiential learners, it is imperative that I use a consistent but varying style to teaching lessons. While lecture is a key staple in course instruction, I also balance the semester with class discussion, group work, interactive learning exercises (which, at times, require students to present their results to the class), and workshops, in order to meet the needs of all my students.

 Exposure to visual literacy through multi-modal projects
When implementing varying teaching techniques, I find it imperative to also use a series of examples in order for students to better understand theories or processes they are studying at the time. Using their textbook and other reading assignments in combination with samples from film, television shows, commercials, artworks, and music not only keeps them engaged, but opens their eyes to their surroundings. Finding connections in everyday life that relate to work in the classroom allows students to understand and retain the material, which is a responsibility I take very seriously. Even taking students out of the classroom to a different environment, with guided instruction, helps them apply theories and processes in a new way. As newer, faster technology becomes readily available to students, keeping the students engaged for applied learning is an increasing challenge. Sometimes using those devices is the key to roping them back into pedagogy and the classroom. Often times, the courses I teach leave room for students to create visual essays as part of their course assignments. This allows them to expand their tools of communication, and understand that reading and writing can be exemplified in more ways than one.

 Opportunities to make and learn from their mistakes
In order to better their skills in the classroom, students must make mistakes. While those mistakes should be accounted for, part of that accountability requires an opportunity for correction. In core classes, such as composition or research, it is my standard policy to ask for three separate drafts of essays, so that students have the freedom to make mistakes and then revise from those. One-on-one conferences, while not always possible, are also paramount to student success, regardless of the course being taught. I also implement the concept of open policy within the classroom by taking and addressing any questions students may have. These tactics continue to help build a comfortable atmosphere where students feel safe. This is essential for the learning process. If students feel safe in a classroom setting, they will be more willing to take risks, ask questions, and make mistakes, knowing that the lesson will only build their skill-levels.

 Outside help to those who need it
Aside from the general maintenance of instruction outside the classroom (grading, prepping, etc.), it is important to me to be available to my students if and when they need extra help. And while there is a fine line between helping students and enabling them, a student in genuine need should feel comfortable in approaching me. As their teacher, I want to help them the best I can, even if it’s as simple as pointing them in the right direction for a tutor, or setting aside time to discuss concepts they haven’t quite grasped yet.

 Continued education for myself
Attending workshops, participating in faculty meetings, and keeping abreast of the advancements in education will only enhance my skills as an educator. Learning new technologies, teaching styles, and elements of professional communication will allow me to build onto the tactics I already use, improving the rate of success for my students. As years pass and new generations of students enroll in classes, the approaches I use will necessarily shift. This concept of change must be met with an open mind and a willingness to learn, in order to remain successful for my students.  

 A teacher who loves to teach
Above all else, my students need to see that I genuinely love what I do. I am pleased to learn and experiment with new teaching techniques if it has the possibility of helping even just one of my students through their school career. I try to plan creative activities the students can relate to in order to show my respect for their need of engagement. I am not shy about sharing my excitement regarding their readings and assignments, and especially for their own written works. They need to see me honestly excited about their work in order to prove the purpose. And, in the end, a teacher cannot successfully perform all the responsibilities required of a teacher if they do not truly love what they do, and who they do it for. I do not teach for myself; I teach for my students. That is a job I am honored and compelled to do.

These concepts are the foundation for the ways in which I conduct my classroom and myself. I strive to put my students first by engaging their learning styles; by giving them concrete, visual, and experiential examples from which to learn; by giving them feedback, both in and outside the classroom; by offering opportunities to revise their errors into successes; and by continuing education for myself, so that I can tweak my techniques to better suit their ever-changing needs. Above all else, it’s refreshing to know that, even when the stack of grading gets too high, or the challenges in the classroom seem bigger than my single figure at the head of the class can handle, I still get a thrill when I realize I get to teach every day. I try my hardest to instill all of these concepts in order to be the best teacher I can be – for my students.