I wrote the following in June of 2015 while studying higher education administration.  I wanted to provide the original text here, and I plan to revisit this at a later date. Parenthetical proper names reference authors in higher education academia. 

Philosophy of Teaching 

 

Overview  

To teach is to impact the world around me by deliberately engaging in shared experiences with students and passing on my experiences in a meaningful way. Formulating a philosophy of teaching is the only way to embrace a deliberate teaching style and have a genuine, positive effect on students. It is only through reflection on my role as a teacher and my beliefs about education and learning that I developed a cogent philosophy of teaching centered on preparation, conduct of class, and evaluation. I believe my role as a teacher is two-fold. First, I offer apprenticeship though guided skill perfection—serving as a coach and guide through practice of skills, and enabling modeling—breaking those skills into finite actions in order to increase those skills. Secondly, I offer nurture by encouraging the heart as well as the head, and training self-directed success—empowering students through success in order to become self-directed learners so that they embrace life-long learning.

 

Preparation  

Both students and teachers shoulder the responsibility to prepare to enter a learning environment. I cherish a set of values for myself as a teacher. First, I believe in being deliberate and explicit about goals, objectives, and expectations. I demonstrate this by developing an integrated curriculum supported by a clear syllabus that is tied to both my personal outcomes for the course and institutional outcomes for students. I also integrate each lesson with specific learning objectives in mind and create a foundation upon which students take control of their learning within each lesson. I take great care to create a safe space for experiences and learning to occur, one that embraces diversity and civil discourse while inspiring open discussion and critical thought. Lastly, I believe in creating a supportive learning climate by encouraging and demonstrating caring, energy, and dedication.

I apprize a set of goals for students in preparation for a learning environment. I challenge students to come to class prepared to learn, and willing to question their beliefs and formulate new ideas about the world. By doing this I have high expectations that are appropriately challenging for students, both individually and on the aggregate. I push students to the threshold of failure (Vygotsky) in order to increase the level of challenge they are capable of facing and prepare them for the future. I strive to stimulate self-confidence and comfort in sharing ideas, with the belief that student motivation and expectancy will lead to self-efficacy, and ultimately, positive learning.

 

Methods  

The conduct of my classroom demonstrates the principles outlined above. I believe mastery in any discipline occurs when students develop component skills, practice integrating them, and then know when to apply them (Bloom). I integrate a variety of methods of instruction in order to keep class engaging and to reach every student in some way. I incorporate Socratic discussion, brainstorming and reflection, and group work through “think/pair/share” or “chalk talk” techniques. Teaching should be principally student-centered (Weimer) and allows the teacher to facilitate learning, rather than force it. I believe in each teaching opportunity as a performance, where I must capture the attention of my students and engage them in a dynamic, collaborative learning environment. I use creative and diverse techniques to reach students on multiple levels, engage them in critical thinking, and shape educational experiences that will be beneficial in future application (Dewey).

 

Assessment  

Evaluation of both learning and teaching is crucial to education. Assessment of student learning should be accomplished both through traditional methods such as exams or writing assignments and through more creative techniques, like independent projects with individual feedback. I seek to induce metacognition and reflection on learning by encouraging students to provide feedback on my teaching style, rigor, and method of instruction. As previously indicated, teaching is a two-way process, and feedback from students is just as important as instruction from the teacher. In this way, I ensure personal growth and self-development.

 

Conclusion  

Teaching is first and foremost a transactional and collaborative process. Students have as much of a responsibility for their own learning as teachers have in imparting knowledge and ensuring learning occurs. By engaging in a collaborative process of preparation, conduct of class, and evaluation, both the student and the teacher are able to grow from the teaching process. Additionally, truly effective teaching is student-centered and challenges each student individually to their threshold of failure in order to induce growth. I believe in life-long learning and treasure the opportunities I have to immerse in a teaching experience, share with others, and reflect on my own learning and teaching.

 

Until the Next Iteration . . .

Jason