My philosophy of teaching evolved from many years of teaching experience. As I reflect on my beliefs regarding teaching and learning, I find that my mission as a teacher is threefold:
- to promote positive learning;
- to spark learner enthusiasm for learning;
- and to provide a strong foundation for lifelong learning.
To accomplish this, I enjoy applying a wide variety of strategies based on essential educational principles encompassing cognitive functioning, learning theory, diversity issues, instructional planning and assessment.
Cognitive functioning level(s) of the learner: Considering the cognitive functioning of learners is essential in order to implement and apply strategies that are appropriate for either concrete operational and/or formal operational learners. I routinely plan activities, such as brief writings, that can help me determine the cognitive levels of my students and tailor my instruction accordingly. Without this consideration, I would risk the possibility of my students experiencing ‘hit or miss’ learning.
Learning theory: I have valued many years of opportunities to apply significant contributions from various learning theories. Behavioral theory offers a wealth of principles that, when used appropriately, can benefit classroom learning and management at all levels. In concert with this, cognitive learning principles offer significant contributions from the state-of-the-art neurosciences, particularly in brain-based research regarding memory systems and active processing of intellectual operations. Some of my favorites that are well received by students include: think-pair-share, classroom jigsaw activities, constructive controversies, and interactive lectures.
Cultural diversity, group culture and learning style: Understanding both the learning style of individual learners and the cultural diversity of the class/group helps me both design and tailor effective instruction by implementing appropriate global and/or concrete strategies. Although a variety of learning styles are likely represented by learners in any large class/group setting, I routinely design my instruction using the research-based learning cycle; this cycle provides the framework for me to encompass a repertoire of effective strategies, which can both accommodate individual preferences, engage diverse learners, and help establish a respect for differing preferences and perspectives.
Curriculum and Instructional Planning: An essential consideration for teachers pertains to overall curriculum and instructional planning. Whether the instructional approach is based on a behavioral model (direct instruction, mastery learning), a cognitive model (exposition/presentation), or a constructivist model (inquiry-based/Socratic methods, cooperative learning), I plan and implement lessons that clearly identify the lesson objective, anticipatory set, strategies for effective student engagement, and assessment options to measure student mastery. This helps me teach with both clarity and focus.
Assessment: I strongly believe that one can employ numerous options to accurately assess understanding of course content among diverse groups of learners. To this end, I have developed (and continually use!) a firm foundation in assessment basics, from alternative types of assessment (rubrics, checklists, projects, portfolios, performance/diagnostic checks, presentations, etc.) to traditional exams/test construction.
Following these basic principles helped me grow in my love for teaching and learning. More importantly, I have discovered that, by sharing my ‘passion’ for teaching and learning, and using these principles with enthusiasm and empathy connects with learners. As a result, teaching with clarity, passion, empathy, and sincere enthusiasm, effectively impacts learners, ultimately connecting them to their ‘passion’ and lifelong learning.
Sample Teaching Philosophy: Atmospheric—Ocean and Space Sciences (M. A. Carroll)
My move from a research laboratory to an academic setting was motivated by a desire to teach. Therefore, being a member of a university where attention to teaching and learning has a high priority is import ant to me. My interest in teaching comes from my own positive experience as an undergraduate and from a love of learning. It also stems from a belief that environmental issues are intricately connected with technology and a sense of responsibility to educate a citizenry that is "literate" in environment sciences.
In considering how one goes about sharing one's love of learning, it is important to consider that learning strategies differ widely and that teaching strategies are not always easily matched with students' needs. In addition, students bring widely varying knowledge bases to the table in each course, so each course is different according to the background and learning preferences of that particular class. A further complication is that students also bring different levels of maturity, interest and motivation. The challenge is to make course materials accessible to all students and to be responsive to individuals who are having difficulty integrating new material without boring others. Is this possible?!
I believe that learning can and should be fun and that students who are active participants learn much more than those whose participation is largely passive. Teaching and learning involves an inherent contract. Students must agree to take responsibility for their learning in order to engage, and teachers must be willing to be engaged, as well. When students are so engaged, their learning is not solely dependent upon the rate of the delivery of lectures, so a mix and match of pace and teaching strategies designed to meet the needs of a range of learning skills need not be debilitating to the progress of any students. I welcome a group of students who are actively involved, thinking and questioning the material presented to them whether presented by me or by another student.
Part of the contract involves the completion of homework assignments so that classroom periods can be used for group work and other activities that involve students and encourage their learning from each to her. Although I initially felt the need to lecture in detail on all topics covered, my perspective has changed as my level of familiarity with the course material has increased. I believe that a teacher is not a giver of knowledge but rather a facilitator or a guide for the student. As a guide, it is my responsibility to find or create alternate presentations of the material that I feel help clarify key points and to design class contacts.
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