" The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education. "
~Martin Luther King, Jr.
My approach to teaching is informed by three key sources: my personal experiences as a long-time student, my strong belief in social justice and the power of education, and my recognition that learning is a lifelong dynamic process that is only strengthened when we attempt to engage others in critical thinking and the exchange of ideas around a topic of interest.
As a fifth year doctoral student who recently completed all of my academic course requirements just under one year ago, my experiences as a student both at the undergraduate and graduate level are relatively fresh in my memory. I can clearly recall both effective and ineffective aspects of the many courses I have taken. Collectively, these memories have helped to shape my perspective as an educator and have led me to develop several important teaching goals. First, and most critically, I want to present course material in a way that is clear, well organized, thorough, and informative. I want students to come away from each lecture or assignment feeling as though they understood the major concepts covered and how to apply them. I also want them to have had the opportunity to explore ideas in depth, and to have gained a new level of knowledge or awareness that has contributed to their growth intellectually. Second, I endeavor to find a balance between challenging my students to expand their current perspective and to think critically about material without pushing them beyond their limits or making the process of learning utterly overwhelming. For me, one of the greatest compliments I can receive in my course evaluations at the end of a semester is the feedback that my class was difficult, but enjoyable and feasible. Lastly, I strive to make course material relevant. Regardless of how significant a particular theory or finding is within a given field, it needs to be connected to students’ current lives and experiences or its meaning may not have an impact.
In addition to the lessons I have learned throughout my journey as a student, my teaching philosophy is furthered influenced by my commitment to social justice and my view of education as a crucial tool for transforming society and generally improving the human condition. To begin with, it is imperative for me as an educator to ensure that the learning process is readily accessible for all of my students. This means consciously working to employ a variety of teaching styles in order to reach the many types of learners in each of my classes. It also means establishing a welcoming and safe environment within the classroom where all students feel heard and respected. And, finally, this means taking the time to provide any useful accommodations for students with learning disabilities or other conditions which compromise their access to material. Beyond issues of accessibility, another critical responsibility I embrace in my role as a social justice educator is to provide mentoring for students who are interested in learning above and beyond what is offered in the classroom. In this way I attempt to make myself available to answer questions, discuss career options, and generally foster the interests and ideas that students wish to share. Finally, one the most powerful ways in which my passion for social justice is evident in my teaching is through the emphasis I place on understanding context. This applies not only to how I encourage students to explore theory and research, but also to how I understand the unique context of the classroom, the university, and each of the individual students in my courses.
In the end, my philosophy on teaching rests on the foundational assumption that learning is a lifelong process and that as individuals we should continue to vigorously pursue this path particularly once we are privileged to hold a position as an educator. In my short teaching career I have been humbled by what my students have taught me within my area of expertise and also what they have taught me about the learning process in general. They have challenged me to step outside my comfort zone, to embrace new methods of communication and presenting material, and have forced me to continuously reflect on what I am doing in the classroom and why. I am always eager to hear what students have to say about my courses and as such I purposely elicit formal anonymous feedback from them at least twice each semester. For me, teaching is a without question, a bidirectional, transactional practice from which I hope both my students and myself come away inspired, enlightened, and motivated to continue learning.
As a fifth year doctoral student who recently completed all of my academic course requirements just under one year ago, my experiences as a student both at the undergraduate and graduate level are relatively fresh in my memory. I can clearly recall both effective and ineffective aspects of the many courses I have taken. Collectively, these memories have helped to shape my perspective as an educator and have led me to develop several important teaching goals. First, and most critically, I want to present course material in a way that is clear, well organized, thorough, and informative. I want students to come away from each lecture or assignment feeling as though they understood the major concepts covered and how to apply them. I also want them to have had the opportunity to explore ideas in depth, and to have gained a new level of knowledge or awareness that has contributed to their growth intellectually. Second, I endeavor to find a balance between challenging my students to expand their current perspective and to think critically about material without pushing them beyond their limits or making the process of learning utterly overwhelming. For me, one of the greatest compliments I can receive in my course evaluations at the end of a semester is the feedback that my class was difficult, but enjoyable and feasible. Lastly, I strive to make course material relevant. Regardless of how significant a particular theory or finding is within a given field, it needs to be connected to students’ current lives and experiences or its meaning may not have an impact.
In addition to the lessons I have learned throughout my journey as a student, my teaching philosophy is furthered influenced by my commitment to social justice and my view of education as a crucial tool for transforming society and generally improving the human condition. To begin with, it is imperative for me as an educator to ensure that the learning process is readily accessible for all of my students. This means consciously working to employ a variety of teaching styles in order to reach the many types of learners in each of my classes. It also means establishing a welcoming and safe environment within the classroom where all students feel heard and respected. And, finally, this means taking the time to provide any useful accommodations for students with learning disabilities or other conditions which compromise their access to material. Beyond issues of accessibility, another critical responsibility I embrace in my role as a social justice educator is to provide mentoring for students who are interested in learning above and beyond what is offered in the classroom. In this way I attempt to make myself available to answer questions, discuss career options, and generally foster the interests and ideas that students wish to share. Finally, one the most powerful ways in which my passion for social justice is evident in my teaching is through the emphasis I place on understanding context. This applies not only to how I encourage students to explore theory and research, but also to how I understand the unique context of the classroom, the university, and each of the individual students in my courses.
In the end, my philosophy on teaching rests on the foundational assumption that learning is a lifelong process and that as individuals we should continue to vigorously pursue this path particularly once we are privileged to hold a position as an educator. In my short teaching career I have been humbled by what my students have taught me within my area of expertise and also what they have taught me about the learning process in general. They have challenged me to step outside my comfort zone, to embrace new methods of communication and presenting material, and have forced me to continuously reflect on what I am doing in the classroom and why. I am always eager to hear what students have to say about my courses and as such I purposely elicit formal anonymous feedback from them at least twice each semester. For me, teaching is a without question, a bidirectional, transactional practice from which I hope both my students and myself come away inspired, enlightened, and motivated to continue learning.