Teaching Philosophy

College, in Latin, describes individuals organized around a common goal—an intellectual partnership—which forms the bedrock of my pedagogy. Social learning educational theory informs my teaching, as right behavior allows students to learn about knowledge, truth, and the self. Many times, my classes are group structured, and I supply each group with information which must be used to solve a problem and construct a solution, whether through role playing, peer teaching, or interactive group presentations. To construct a college environment, I focus on the most important learning principle—emotion. I lower the emotional pressures of the classroom by building a safe and nurturing intellectual community founded upon mutual respect and strong positive rapport amongst everyone. My central objective for students is for them to “learn how to learn.” I teach students how to learn by sharing with them not only writing techniques, but also study, organizational, and time management tips which they can apply to any area of their lives. My “learning how to learn” objective targets the holistic emotional student; if a student can learn the best way to learn for him or herself, the student’s anxiety decreases, allowing more active and receptive academic engagement.

The physical structure of my class also reflects the classroom’s low affective filter, another effort to build trusting rapport with students. Whenever possible, I distribute physical space in the classroom, arranging the room into an oval shape with the desks. Distributing space equalizes positionality amongst students, as physical space affects relationships within a learning environment. Should this oval structure not be possible, students always sit with their team members, groups which are formed at the beginning of each semester. With their team, students must complete assignments which can only be completed through collaborative dependence. My classroom group work incorporates jigsaw activities, as each group has a piece of the content puzzle, and when presented side-by-side, fits together for a comprehensive picture. During these activities, I often sit with students or walk amongst groups, being available for assistance while simultaneously de-emphasizing my authority position. My other pedagogical methods include active learning activities such as concept maps and multimedia activities, along with peer teaching. Many times, when I assign these activities in a group setting, I am intentionally vague, giving base instructions, but allowing groups to fill in the details. Every time, groups go from confusion to clarity through collaboration and dependence upon each other.

Tæcan is the Old English verb meaning to show or to point out and morphed into our modern English word “to teach.” Showing something does not necessarily correlate with meaning. We can show something without completely understanding what we see. For me, tæcan represents facilitation; I supply students with opportunities for academic growth, but the task of constructing meaning is placed upon the students. I tæcan the way, walking the academic path with students. But because my central aim for students is to “learn how to learn,” I want their experiences in my class to positively influence their lives, from how they treat others to respecting themselves. I converse with students about their interests and beliefs, building a shared vision of our goals. Through our college, my students and I seek out knowledge which is founded upon established truths through collaborative, student-centered learning processes, exploring new areas of knowledge together in a positive, uplifting educational environment.