Teaching Philosophy
The first time I stood in front of a classroom as an instructor, I was nervous but excited. Although my first day was not perfect, the elation that I felt from interacting with students helped to confirm my love for teaching. Since that day, I have reflected on the qualities of my own memorable instructors in order to discover what kind of teacher I wanted to be. They were energetic, engaging, and intelligent. Above all, however, they approached the classroom not as suppliers of information but as enthusiastic facilitators in the process of learning. In developing my own skills, I have attempted to instill those same traits. I have discovered over time that teaching is a constant process of self-reflection. Every semester, I meet many new and remarkable students who challenge my thinking and motivate me to continually strive to be a better instructor. Additionally, I am constantly learning new techniques from observing other teachers I admire. My approach to teaching builds on these experiences and is represented by four goals that form the foundation of my philosophy.
Illustrate and cultivate enthusiasm.
Since my first day of teaching, I have focused on bringing passion and energy into my classroom. I believe enthusiasm is a vital part of making course material engaging, no matter the topic. I begin setting the tone of the class from day one by illustrating my passion for the course topic and by encouraging students to explain what they are excited to learn about. I continue to cultivate enthusiasm using humor and by making content relatable. In my experience, energy is contagious. When I illustrate enthusiasm for a topic, students tend to reciprocate through participation.
In order to encourage energy, before each class I consider why a concept is worth our time and effort. I then incorporate my rationale into the material for that day. Throughout the semester, I frequently ask students to complete daily writing assignments that ask them to make an argument about what material interested them the most and why. I often receive praise from students regarding the energy of my teaching. A particularly meaningful comment came from a public speaking student who wrote that I had made a topic he/she expected to dislike very interesting.
Encourage collaborative learning.
Rather than simply providing information to my students, a cornerstone of my teaching philosophy is fostering a collaborative environment. I encourage students to take an active role in learning by using discussion prompts throughout my lectures and by providing opportunities for students to teach each other. Active engagement during class time is vital for students to be able to understand, explain, and analyze course content. I pose challenging and thought-provoking questions that allow students to think critically and work through course concepts. I regularly emphasize to my courses that participation is more than simply attending class. Students are encouraged to contribute to discussion, to ask their own questions, and to provide their own examples.
Collaborative learning also includes building rapport with students. In my experience, students are more willing to actively participate when they feel like the instructor is approachable and truly cares about their well-being. I spend a considerable amount of time getting to know my students. I welcome them to meet with me individually to improve areas of weakness. I often include one-on-one meetings as an assignment requirement, which allows me to connect with even the quietest of classmates. Conversing with my students is one of my favorite parts of being a teacher. With very few exceptions, I find that my students are genuine, caring, and delightful people.
I also encourage students to submit honest feedback regarding their classroom experiences. I regularly conduct mid-semester feedback, as well as informal feedback where I ask students to anonymously submit questions regarding the week’s materials. I continually adjust my course to meet the needs of my students. For example, during my first year of teaching, I was influenced by a mid-semester comment from a student who felt shy around her classmates. I then spent the remainder of that semester encouraging classroom activities to facilitate disclosure and closeness. At the end of the semester, students praised the welcoming tone of class.
Give and expect respect.
I find that students perform best whenever they are afforded respect and know that I expect it in return. Students appreciate when decisions are rational, fair, and well-explained. Rather than acting defensively to students’ requests or comments, I try to treat discussions with respect and empathy. For example, if a student wanted to turn in a late assignment, I would explain to him or her that late work is not accepted. Rather than acting authoritarian, however, I would first attempt to appreciate and paraphrase the student’s perspective. Then, I would explain how late work is not accepted since it is not fair to other students and it is outlined clearly in the syllabus. I regularly use my training in mediation and conflict management in order to manage student matters with clarity and respect.
Students who know I expect respect in the classroom start to afford it to each other, as well. During student presentations, classmates are generally attentive and supportive. For example, I had a public speaking student who cried during her very first speech and was unable to continue. I was amazed by the reaction of her classmates who, despite being strangers outside of class, offered her support. During her next speech, they applauded and encouraged her. Due to an increase in confidence, she become one of my best speaker by the end of the semester.
Promote application.
An important part of learning about communication is not only understanding the material but also practicing it outside of the classroom. As a result, I encourage students to apply course concepts to their own lives. I find that students enjoy discussing how their experiences with coworkers, friends, and family relate to what we are learning in class. I also utilize examples from movies and television that help students to better understand concepts. Additionally, I work with my classes to translate communication research findings into practical applications. We review material and then determine tips or best practices for people seeking to improve communication.
I organize my classroom assignments around real-world application. For example, in my family communication class, I ask students to apply course theories to their own families. Students then can reflect on what the theory reveals about their family’s communication. I also draw on current communication research, including my own, to promote application in classroom discussions and assignments. Students enjoy learning about the latest findings and how they might use that information to have better relationships or to excel in the workplace.
My teaching philosophy is rooted in these four primary goals: illustrate and cultivate enthusiasm, encourage collaborative learning, give and expect respect, and promote application. Although my teaching techniques will likely change over time, my dedication towards being an engaging and effective instructor will not. With every new semester, I look forward to greeting new faces and to continually developing to teach well.
Illustrate and cultivate enthusiasm.
Since my first day of teaching, I have focused on bringing passion and energy into my classroom. I believe enthusiasm is a vital part of making course material engaging, no matter the topic. I begin setting the tone of the class from day one by illustrating my passion for the course topic and by encouraging students to explain what they are excited to learn about. I continue to cultivate enthusiasm using humor and by making content relatable. In my experience, energy is contagious. When I illustrate enthusiasm for a topic, students tend to reciprocate through participation.
In order to encourage energy, before each class I consider why a concept is worth our time and effort. I then incorporate my rationale into the material for that day. Throughout the semester, I frequently ask students to complete daily writing assignments that ask them to make an argument about what material interested them the most and why. I often receive praise from students regarding the energy of my teaching. A particularly meaningful comment came from a public speaking student who wrote that I had made a topic he/she expected to dislike very interesting.
Encourage collaborative learning.
Rather than simply providing information to my students, a cornerstone of my teaching philosophy is fostering a collaborative environment. I encourage students to take an active role in learning by using discussion prompts throughout my lectures and by providing opportunities for students to teach each other. Active engagement during class time is vital for students to be able to understand, explain, and analyze course content. I pose challenging and thought-provoking questions that allow students to think critically and work through course concepts. I regularly emphasize to my courses that participation is more than simply attending class. Students are encouraged to contribute to discussion, to ask their own questions, and to provide their own examples.
Collaborative learning also includes building rapport with students. In my experience, students are more willing to actively participate when they feel like the instructor is approachable and truly cares about their well-being. I spend a considerable amount of time getting to know my students. I welcome them to meet with me individually to improve areas of weakness. I often include one-on-one meetings as an assignment requirement, which allows me to connect with even the quietest of classmates. Conversing with my students is one of my favorite parts of being a teacher. With very few exceptions, I find that my students are genuine, caring, and delightful people.
I also encourage students to submit honest feedback regarding their classroom experiences. I regularly conduct mid-semester feedback, as well as informal feedback where I ask students to anonymously submit questions regarding the week’s materials. I continually adjust my course to meet the needs of my students. For example, during my first year of teaching, I was influenced by a mid-semester comment from a student who felt shy around her classmates. I then spent the remainder of that semester encouraging classroom activities to facilitate disclosure and closeness. At the end of the semester, students praised the welcoming tone of class.
Give and expect respect.
I find that students perform best whenever they are afforded respect and know that I expect it in return. Students appreciate when decisions are rational, fair, and well-explained. Rather than acting defensively to students’ requests or comments, I try to treat discussions with respect and empathy. For example, if a student wanted to turn in a late assignment, I would explain to him or her that late work is not accepted. Rather than acting authoritarian, however, I would first attempt to appreciate and paraphrase the student’s perspective. Then, I would explain how late work is not accepted since it is not fair to other students and it is outlined clearly in the syllabus. I regularly use my training in mediation and conflict management in order to manage student matters with clarity and respect.
Students who know I expect respect in the classroom start to afford it to each other, as well. During student presentations, classmates are generally attentive and supportive. For example, I had a public speaking student who cried during her very first speech and was unable to continue. I was amazed by the reaction of her classmates who, despite being strangers outside of class, offered her support. During her next speech, they applauded and encouraged her. Due to an increase in confidence, she become one of my best speaker by the end of the semester.
Promote application.
An important part of learning about communication is not only understanding the material but also practicing it outside of the classroom. As a result, I encourage students to apply course concepts to their own lives. I find that students enjoy discussing how their experiences with coworkers, friends, and family relate to what we are learning in class. I also utilize examples from movies and television that help students to better understand concepts. Additionally, I work with my classes to translate communication research findings into practical applications. We review material and then determine tips or best practices for people seeking to improve communication.
I organize my classroom assignments around real-world application. For example, in my family communication class, I ask students to apply course theories to their own families. Students then can reflect on what the theory reveals about their family’s communication. I also draw on current communication research, including my own, to promote application in classroom discussions and assignments. Students enjoy learning about the latest findings and how they might use that information to have better relationships or to excel in the workplace.
My teaching philosophy is rooted in these four primary goals: illustrate and cultivate enthusiasm, encourage collaborative learning, give and expect respect, and promote application. Although my teaching techniques will likely change over time, my dedication towards being an engaging and effective instructor will not. With every new semester, I look forward to greeting new faces and to continually developing to teach well.