Philosophy of Teaching at a College Preparatory Institution     

Dr. Stuart D. Chepey

Teaching at a college preparatory institution requires proficiency in a number of areas, the most ostensible being competency in one’s subject matter and the ability to communicate well to students of various age levels.   Instructing well also requires a willingness to work cross-departmentally, to incorporate a focus on skill development in the classroom, and to maintain sensitivity to the ways in which different students learn.  Teaching successfully also requires ability to relate well to students, notably by being congenial in the classroom, by being sensitive to diversity, and being supportive of students in their extracurricular activities.

      Teaching with an interdisciplinary approach is necessary for an effective and well-rounded secondary education.  Because ideas do not originate nor develop in isolation, a teacher should make it a point to relate certain topics discussed in a course with subjects covered in another and relevant field.  This is particularly true of those subjects in the Humanities.  The benefit of teaching with an interdisciplinary approach is that it allows students to understand the broader application of a particular subject matter.  Moreover, it provides students with the necessary context in which to analyze and think critically about certain topics discussed.  Interdisciplinary instruction also enables students to comprehend the greater educational goals of their college preparatory curriculum. 

      Effective pedagogy also requires an emphasis on skill development in the classroom.   Instructing involves more than merely dispensing information; it includes training students to think well about a particular subject, training that involves instilling in students the ability to perform certain tasks often taken for granted by instructors, such as how to read a textbook, how to think analytically or critically about a topic, and how to express thoughts clearly and in a well-informed manner.  In addition to lectures and classroom discussions, a necessary method for instilling these skills is slow-paced and well-supervised written assignments, as assignments such as essays, term papers, and theses require students to seek the one-on-one supervision necessary to develop these skills. 

      In addition to an interdisciplinary approach and emphasis on skill development, teaching effectively in a secondary institution requires sensitivity to the ways in which different students process information.  Some students learn more effectively through auditory means, while others process information best visually or kinesthetically.  In order to facilitate learning, an instructor should communicate information through a variety of means, not merely through lectures and open discussions, but through visual and tangible media, such as through handouts with written outlines and other pertinent information, the internet (particularly publishing house websites that correspond with course textbooks), occasional films, or computer based presentations.  Teaching also requires a willingness to work with students who have learning differences.  Working with students who have Dyslexia, ADHD, and other psychiatric dysfunctions has become an increasingly recognized part of classroom education, and though by virtue of their enrollment in a competitive secondary institution students have learned to cope with their differences, a conscientious instructor should cooperate with administrative policies regarding extended time and special classroom related requests.

      Finally, quality instruction requires that the teacher relate well to students.  Learning student names and establishing rapport are important, particularly as it encourages student participation in the classroom.  Attending extracurricular activities, such as sporting events and academic/arts competitions also is important.  Students tend to notice their teachers at such events and typically feel that their teachers are truly supportive of their talents outside the classroom.   Furthermore, students are likely to be more successful if they believe their instructor is congenial and genuinely interested in their overall progress and well-being.