Statement of Teaching Philosophy

Brian Odiwuor

Philosophy of Teaching Statement

I believe teaching should empower students to become more self-aware, think critically, communicate clearly, and confidently solve unfamiliar problems. My philosophy centers on practical, student-centered learning that prepares future educators to address real-world challenges. My teaching is deeply influenced by my reflections on the practices of my favorite teachers, as well as by those that genuinely foster student success. I also draw on my awareness of unjust teaching practices that have historically excluded many learners. Teachers must, at all costs, provide equitable, high-quality education to all students.

Active Learning Through Problem Solving

I strive to create a thinking classroom where students engage in tasks that require analysis, collaboration, and the co-construction of knowledge through productive struggle. For example, in my Foundational Mathematics via Problem Solving course for K-8 pre-service teachers at Syracuse University, I used problems from the course text (Masingila et al., 2011). One such problem involved using base four blocks instead of base ten blocks to model place value. This task allowed students to experience the challenge of encountering an unfamiliar number system, much like how young learners first grapple with base ten system. This exercise achieves three important goals: first, it deepens students' mathematical understanding of base ten; second, it enhances their pedagogical knowledge of how to differentiate instruction when teaching new concepts; and third, it fosters social skills as students engage in group discussions. This knowledge is crucial for helping students overcome challenges and for scaffolding unfamiliar material, ultimately equipping future teachers with the flexibility to adapt to diverse student needs.

Clear, Outcome-Oriented Instruction

I prioritize clarity and measurable outcomes in my teaching. Each lesson has specific goals, and students track their progress through formative assessments such as quizzes, homework, reflective writing, exams, group projects, and presentations. For instance, I assign group projects that encourage collaboration on mathematical concepts. This not only strengthens academic skills but also fosters social skills as students present their projects and provide feedback to peers. I also offer opportunities for revision on selected assignments, allowing students to resubmit work for partial credit recovery.

Inclusive and Adaptive Practices

I design lessons to meet the diverse needs of my students. By using student-centered methods, I encourage learners to take ownership of their education. In my precalculus courses, I use vertical non-permanent surfaces (whiteboards), a strategy from Liljedahl’s (2020) Building Thinking Classrooms. This approach ensures that all students actively engage with the material, develop their problem-solving skills, and gain empathy for others who may struggle with unfamiliar content. It also creates opportunities for peer learning. Many of my students have expressed positive feedback about this approach, noting its departure from traditional teaching, where the teacher is seen as the sole expert and students passively receive knowledge. However, I am aware of challenges from students who resist taking ownership of their learning, likely due to their past experiences in more conventional, lecture-based classrooms.

Commitment to Growth

Teaching is an evolving process. I regularly reflect on my practice and make adjustments based on student feedback. I invite colleagues to observe my lessons, and I have also observed lessons by mathematics education faculty and fellow graduate students at Syracuse University. I view teaching as a continual learning process and stay current by reading academic journals and educational publications, including The Chronicle of Higher Education and The Teaching Professor. This ongoing learning helps me better understand my students' needs, especially those of Generation Z.