Statement of Teaching Philosophy
In my teaching, I want to do everything that I am able to do in order for students to get the best possible marks. Bear in mind that to some students, the “best possible marks” would be a C+ whereas other students want to attain an A+ in the subject. There are obviously ethical, time and energy constraints to that statement, but I’m constantly searching to additional ways to engage students with the course content and with each other, so that, by one way or another, they are driven to learn. For me, teaching is not only about the delivery of the subject matter. For me, teaching is about developing a rapport between myself and my students, between students with each other, instilling a confidence in students so that they are assured that they can understand the subject matter, and providing ways that students can engage with myself, each other and course content in an active and collaborative manner (Chickering and Gamson, 1987; Mishra and Koehler, 2006).
As an instructor, I am responsible for much more than the subject matter; I am responsible for providing a context for the course within their chosen program, for translating key topics into easily understandable concepts (Sanders and Welk, 2005), for breaking down difficult concepts into manageable chunks and for using a variety of tools, technologies and active learning strategies to accommodate the various learning styles of the students. Because of this, I have developed a framework which encompasses knowledge of the course content, together with a knowledge of pedagogy and includes the use of technology in order to encourage and promote student understanding of the content (Mishra and Koehler, 2006). I also try to incorporate as many “real world” examples as possible, so that students can relate conceptual ideas to events or objects that are familiar to them (Sanders and Welk, 2005).
Like the phrase “Rome wasn’t built in a day,” I think that being a skilled instructor does not happen instantaneously. I’ve been following the processes outlined by Boice (1991) who advocated for an outlook for new faculty that includes “uncritical, accepting and optimistic attitudes about the undergraduates students,” “low levels of complaining and cynicism about their campuses and their colleagues in terms of supportiveness and competence,” and “a marked disposition to seek advice about teaching, from colleagues, via reading and observing, and from faculty development programs.” In re-reading his article “Quick Starters: New Faculty who Succeed,” I am reminded that a well-balanced working life and a determination to provide students with the tools to succeed will promote learning amongst the students and keep me engaged and enthused about the art and science of teaching.
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