My Teaching Philosophy

As teaching philosophies are elastic, my personal teaching philosophy has been evolving over the last several years. I have taught at various levels including:  junior high, senior high, and post-secondary. Within these teaching environments, I have come to recognize the elements that comprise excellent teaching also create excellent learning opportunities for students.

 I believe:

An excellent teacher is able to meet the student where they are. Adult learners seek education in many cases to improve themselves and to better the lives of those around them. While these dedicated students pursue their educations, however, many are also carrying large responsibilities in other areas of their lives. This may include a full or part time job, raising responsible children, and even taking care of elderly parents. To address the needs of adult learners, an excellent instructor recognizes this tenuous balance on the student’s part. In addition, adult learners bring vast knowledge, experience, and skills to the learning environment.  This wealth of life experiences enriches students’ learning environments. Finally, adult students need to have control of their own learning. While the objectives of most courses are standardized, adult students flourish when given choices and control over some aspects of their own learning. Adult learners are just that-adults.

Excellent teaching should be individualized as often as possible. Just as not all students learn the same; not all students utilize the same learning preferences. Many years ago, as a high school English teacher, I taught nearly every tenth grader in the school. Some liked English, some were ambivalent, and some really resented the class and its content. The great thing about this was when I was able to substitute in classes like woodworking, machining, and metalworking, many of the students fostering hatred for English classes truly excelled in their hands-on classes. This experience speaks to learning styles. Whether addressing Gardner, Flemming, or one of the other learning theories available, the basis is the same; students learn differently. Because of this, I attempt to utilize different learning styles within my classes. For composition, it may be adding visuals to announcements or discussion boards. It might be that a student works better in a hands-on environment. Hands-on students often prefer to break larger tasks into smaller ones. Through interaction and hands-on practice, these students learn and retain more effectively. Through learning styles, an excellent instructor can both better reach students and better facilitate their learning.

Facilitation rather than instruction teaches students tools for learning and a broader perspective of the professional career field they choose to pursue.  Excellent teachers set the expectations for their students and model appropriate methods to achieve these expectations. When teaching, I expect that students submit their assignments in a timely manner. To set this example, my student communications and assignment feedback are prompt. Rarely does a student wait the full 24 hours for an email response or the entire 72 hour assignment turnaround time for submitted assignments. Further, an excellent instructor models a global perspective for students. Many post-secondary students are familiar with the idea of having a job, but pursuing a career is somewhat different. By emphasizing the important experiences, attitudes, beliefs, and values each student holds, we can foster appreciation for all students, thus expanding students’ world views. Finally, excellent facilitation sets students up for success without lowering the standard. Setting students up for success can be seen in instances of cheating or plagiarism. If we, as instructors send a message to students that cheating and plagiarism are acceptable in the academic environment, then we are also telling them it is acceptable in their career field. That would be a grave injustice to any student.  Excellent facilitation sets students up for success, not failure.

In short, whether it is through setting students up for success, individualizing instruction as much as possible, or simply meeting students where they are in their learning, excellent instruction comes down to student centered learning. In short, good instructors know their material, but great instructors know their students.