Philosophy of Teaching
I have found that I embrace teaching as an opportunity to inspire and empower my students. As a teacher, it is my goal to enhance student learning as a transformative experience. Ideally, I want students to have the tools to go into the working world ready to make a difference because of their participation in one or more of my courses. With my years of experience in the corporate environment I bring relevant, real world explanations and techniques to the students which ultimately enhance their learning journey and prepare them for life beyond college.
I believe that transformative learning is most likely to occur when students become personally engaged with the material and perceive the subject matter to be directly relevant to the betterment of their future. Students graduating today are preparing to work in a global environment. In my current classroom, I work to encourage students to challenge existing boundaries by teaching them to think strategically. I find that this helps students see their own true potential, and affords them an opportunity to challenge themselves. Allowing students to become active and engaged learners empowers and alters their learning experience.
To that end, as a teacher understanding the diversity of learning styles and student experiences is a key element to employing a transformational classroom. The process by which I work to stimulate student engagement is unique to each individual and classroom. While students must ultimately take responsibility for their own learning, a teacher can often inspire their desire to learn. I have found that learning about the students I teach and listening to their experiences has helped me to consider ways of making course material relevant and fostering critical thinking skills. I am passionate about finding the most effective ways of stimulating and sustaining intellectual growth among those who enter my classroom.
While my teaching objectives vary, depending upon the course level and content, my philosophy serves to inform, educate and motivate. In designing course format I strive to optimize student engagement and success.
In my classroom the format is diverse and generally includes a PowerPoint created with my own work, presentations accompanied by written notes, DVDs and a creative exercise or workshop that stimulates class discussion and participation. For example, in presenting the topic of media training for the undergraduate course Public Relations Practicum, I developed a PowerPoint presentation to provide the essentials of how to work with journalists, various kinds of interview situations and the types of journalists they may encounter as a PR practitioner. This was augmented by a DVD that expounded upon the relationship between journalists and PR practitioners. Additionally, students participated in a simulated media situation where some students were the public relations practitioner coaching the spokesperson, others were the journalists, and yet others were members of the community. My students find this to be an invaluable lesson during the course.
Making myself available outside of the classroom is also a priority in my teaching. I actively encourage dialogue with students during office hours, by appointment, telephone, and email. Additionally, I strive to improve my teaching by seeking student feedback, talking with peers, continuing my education, reading, and experimenting with new methods. Each semester I continually refine my teaching practices and grow as a teacher, learner and scholar.
To say that being a teacher is a privilege is not only true, but a clear understatement. Teaching requires mutual respect. It is critical that teachers recognize their power in their teaching role and are aware of their actions. As a teacher I work to be mindful of my position as a role model and of the kind of learning I strive to promote among students. Learning is an equally educative venture for teachers and students alike.
I believe that transformative learning is most likely to occur when students become personally engaged with the material and perceive the subject matter to be directly relevant to the betterment of their future. Students graduating today are preparing to work in a global environment. In my current classroom, I work to encourage students to challenge existing boundaries by teaching them to think strategically. I find that this helps students see their own true potential, and affords them an opportunity to challenge themselves. Allowing students to become active and engaged learners empowers and alters their learning experience.
To that end, as a teacher understanding the diversity of learning styles and student experiences is a key element to employing a transformational classroom. The process by which I work to stimulate student engagement is unique to each individual and classroom. While students must ultimately take responsibility for their own learning, a teacher can often inspire their desire to learn. I have found that learning about the students I teach and listening to their experiences has helped me to consider ways of making course material relevant and fostering critical thinking skills. I am passionate about finding the most effective ways of stimulating and sustaining intellectual growth among those who enter my classroom.
While my teaching objectives vary, depending upon the course level and content, my philosophy serves to inform, educate and motivate. In designing course format I strive to optimize student engagement and success.
In my classroom the format is diverse and generally includes a PowerPoint created with my own work, presentations accompanied by written notes, DVDs and a creative exercise or workshop that stimulates class discussion and participation. For example, in presenting the topic of media training for the undergraduate course Public Relations Practicum, I developed a PowerPoint presentation to provide the essentials of how to work with journalists, various kinds of interview situations and the types of journalists they may encounter as a PR practitioner. This was augmented by a DVD that expounded upon the relationship between journalists and PR practitioners. Additionally, students participated in a simulated media situation where some students were the public relations practitioner coaching the spokesperson, others were the journalists, and yet others were members of the community. My students find this to be an invaluable lesson during the course.
Making myself available outside of the classroom is also a priority in my teaching. I actively encourage dialogue with students during office hours, by appointment, telephone, and email. Additionally, I strive to improve my teaching by seeking student feedback, talking with peers, continuing my education, reading, and experimenting with new methods. Each semester I continually refine my teaching practices and grow as a teacher, learner and scholar.
To say that being a teacher is a privilege is not only true, but a clear understatement. Teaching requires mutual respect. It is critical that teachers recognize their power in their teaching role and are aware of their actions. As a teacher I work to be mindful of my position as a role model and of the kind of learning I strive to promote among students. Learning is an equally educative venture for teachers and students alike.
