Teaching

My Philosophy in Teaching

The goal of education should be to encourage seeking answers, as it is in this way that we advance. Because people are inquisitive by their nature. I seek to facilitate this advancement of knowledge, and the main theme of my teaching philosophy is reasoned thought.Whether in the classroom or in meeting groups of the general public, my goal is to encourage thinking in rational ways, so that this can be applied in other, unfamiliar situations. I particularly emphasize learning to think about trends and directions.

The teachers have had who stand out in my memory have some attributes in common: they presented their subjects in a way that caught my interest, clarified difficult topics and led me through complex areas, and put knowledge into context so that its relevance was apparent. These role models have influenced my approach to teaching: I view myself primarily as a facilitator of learning, rather than as an expert who simply delivers information to students. When planning a curriculum or interacting with students, I am always conscious of their different learning styles and rates, what they have already learned and what they will need to learn in the future. Feedback from students has been vital to the process of growth I have undergone since I began teaching: I learned from them, for example, the pacing of lectures, and effective ways to help them learn in small group discussions. Personal contact with students is essential to my approach. Many need encouragement to talk to their teachers, so I emphasize my availability for informal discussion and my willingness to help them sort out any problems they have with what they are learning. My experience as a teacher is greatly enriched by this contact with students. I am fortunate to teach in a professional school where I can follow the progress of the students through the program and sometimes beyond graduation.

Statistic science is viewed by many as boring; there are right and wrong ways to approach questions, and finite answers to many questions. Of course, it is far more than that as Statistic science should be viewed as a complex language with many shades of gray. I try to get beyond the procedures. There are a number of things I try to accomplish for my students:

• A positive atmosphere. Students are called upon to discuss questions, but mistakes are treated as opportunities to explore misconceptions, not as a reflection of a student's abilities.
• Access to a caring individual. No, I don't know all their names. But when I am teaching 190+ undergraduates, I work with my office door open, and I am available to help.
• Computer troubleshooting. Many students give up on computer exercises in total frustration when they reach an impasse. I try to be available, both in scheduled room times and in impromptu "walk around" through the rest, to ensure that students learn from the computer practice.
• Empowerment. I believe that anyone can do well in statistic if they are willing to spend the time at it. Some pick it up quickly, some need to spend more time. If I provide any value added, it is in encouraging all my students to be interested enough in the subject to invest more time. Then, I try to make sure they spend their time productively.
• Respect. Students work hard, earn their grades, and are entitled to their opinions. My task is to facilitate their learning process.