Teaching:
Philosophy
Teaching
is one of the joys of the academic profession. This page provides some
details on my teaching philosophy:
- A
teacher-scholar
I believe in the ideal of a teacher-scholar. Researching and teaching
are very human endeavors and I have experienced many fine teachers and
researchers, at University, in practice, and in my personal life. In
my experience, the finest have been those who's research is driven by
an innate desire to understand more about the world and who's teaching
is driven by an equally innate desire to help others understand more
about the world. For these individuals, the roles of 'researcher' and
'teacher' are not distinct, but two sides of the same coin. I will always
aspire to this goal.
- The
nature of teaching and learning
I believe that what a student learns is a function of his or her opportunities
and his or her choices. As a teacher, I strive to give my students the
opportunities that I wished for as a student - good learning materials,
well prepared classes, engaging dialogue, and challenging and fair assessments.
In terms of choice, I strive to create an atmosphere that enables and
encourages to students to learn, to enjoy learning, and to continue
learning. Like my students, I am continually learning. I strive to learn
from my classes and from my experiences with other teachers and students
to improve my students' opportunities and help them make good choices.
- My
teaching approach
Theories of knowledge typically distinguish knowledge of things from
knowledge of how to do things. I put equal emphasis in my classes on
studying underlying concepts as I do on applying knowledge to practical
problems. Through a combination of readings, lectures, assessments,
exercises, and discussion and reflection, I try to provide multiple
ways to broaden and deepen students' knowledge. As a teacher-scholar,
I strive to promote critical thinking and reflection in my classes and
to acheive a balance between generally accepted knowledge and past and
current research. My experience is that students enjoy this approach.
- Implementing
my role as a teacher
In "Teaching Tips: A Guidebook for the Beginning College Teacher," Wilbert
McKeachie suggests that teachers have six roles. The following are some
examples of the way that I enact each role in my classes:
- Expert:
To transmit information, the concepts and perspectives of the
field.
I ensure that my teaching reflects a thorough understanding of the
underlying concepts of the field and the current state of research.
- Formal
authority: To set goals and procedures for reaching goals.
I ensure that I have a detailed syllabus and that I communicate
the course plan clearly at the start of semester and at the start
of each class.
- Socializing
agent: To clarify goals and career paths beyond the course;
to prepare students for these.
I investigate career options for my students and share my knowledge
with them in class. I also set assignments that require students
to investigate the nature of the field and I try to have practitioners
give guest presentations in my class.
- Facilitator:
To promote creativity and growth in student's own terms; to help
overcome obstacles to learning.
I strive to create an encouraging atmosphere in my classes to help
students feel willing and able to learn and to help each other learn
in the class. I respect students and seek out ways to help them.
- Ego
Ideal: To convey the excitement and value of intellectual
inquiry in a given field of study.
I convey my sincere excitement in the subject matter. I flew thousands
of miles from Australia to join the academic profession in the US
because I love it. My enthusiasm rubs off on the students.
- Person:
To convey the full range of human needs and skills relevant to
and sustained by one's intellectual activity; to be validated as
a human being; to validate the student.
I treat students as friends and peers. My students and I are all
students of the field, so I take the approach that we are both helping
each other learn and we should enjoy each other's company.
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