Teaching Philosophy
I believe that people learn differently and are naturally curious. Howard Gardner’s notion of multiple intelligences has a profound impact on the thought and practice of my teaching. I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... (Howard Gardner 1999: 180-181)
Although I cannot always present my material in a way that supports all learning styles, I believe that I can introduce opportunities for students to develop and capitalize from their strengths and learning needs. Instructional practices should involve all intelligences so that all students have the opportunity to learn. When a teacher presents students with a fair and stimulating environment, where they can use their strengths to support their weaknesses, they will learn. With that said, I believe it is the student’s responsibility to learn. This will happen when, as a facilitator, presenter and co-learner, I set an environment that encourages individual thought and self-examination. I present core concepts and material and my role shifts to the facilitator. Once the foundation is set, I am continually amazed at students’ process of self-discovery, range of interest and creativity. This is a wonderful extension of my first sociology course and community service experience. It is a joy to encounter such curiosity and passion in students now as an instructor. I am reminded of how and why I entered this discipline.
Moreover, the role of the 21st-century professor 's value proposition has shifted from that of content expert to skilled-based instruction. It is now our responsibility to teach students how to analyze, criticize, utilize and apply the ever-changing knowledge of our time. My goal is for students to leave my classroom with curiosity, transferable skills, civic-purpose and new knowledge.
Gardner, Howard (1999) The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves, New York: Simon and Schuster
I believe that people learn differently and are naturally curious. Howard Gardner’s notion of multiple intelligences has a profound impact on the thought and practice of my teaching. I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... (Howard Gardner 1999: 180-181)
Although I cannot always present my material in a way that supports all learning styles, I believe that I can introduce opportunities for students to develop and capitalize from their strengths and learning needs. Instructional practices should involve all intelligences so that all students have the opportunity to learn. When a teacher presents students with a fair and stimulating environment, where they can use their strengths to support their weaknesses, they will learn. With that said, I believe it is the student’s responsibility to learn. This will happen when, as a facilitator, presenter and co-learner, I set an environment that encourages individual thought and self-examination. I present core concepts and material and my role shifts to the facilitator. Once the foundation is set, I am continually amazed at students’ process of self-discovery, range of interest and creativity. This is a wonderful extension of my first sociology course and community service experience. It is a joy to encounter such curiosity and passion in students now as an instructor. I am reminded of how and why I entered this discipline.
Moreover, the role of the 21st-century professor 's value proposition has shifted from that of content expert to skilled-based instruction. It is now our responsibility to teach students how to analyze, criticize, utilize and apply the ever-changing knowledge of our time. My goal is for students to leave my classroom with curiosity, transferable skills, civic-purpose and new knowledge.
Gardner, Howard (1999) The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves, New York: Simon and Schuster
Core Objectives
I employ several key strategies to put my core objectives into practice.
In my classes I create an environment built upon six fundamental beliefs. Each aspect is necessary to build learning and teaching environment consistent with my philosophy and experience:
I employ several key strategies to put my core objectives into practice.
In my classes I create an environment built upon six fundamental beliefs. Each aspect is necessary to build learning and teaching environment consistent with my philosophy and experience:
RespectRespect of students and their experiences are essential for a learning environment. Often we are discussing very emotional and personal topics such as sexual violence, partner abuse, and rape. If students do not feel intellectually and emotional safe, learning will not happen. I set the tone of the class and the respect of its members. It is my job to enforce an academic safe zone where students learn how to articulate their dissent and navigate through disagreements. There is an art to active listening and respectful response. Differential Learning Styles and AssessmentUsing Gardner’s notion of diverse learning, I attempt to highlight three to four intelligences within each topic I present. I have found that when students’ learning styles are acknowledged and supported, they thrive. When the anxiety of the “form” of an assessment is absent, I get an accurate evaluation of student knowledge and I can reflect on my teaching effectiveness. It is a valuable tool to recognize your learning strengths and navigate your weaknesses.
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Disciplinary Research Every student who leaves one of my courses should have the experience of writing a criminological research paper. Reading and researching peer reviewed work is a necessary experience to understand and value my discipline (arguable all disciplines.) The process of learning new sources, new citation rules, writing drafts and outlines is a proficiency that will transfer to every course and is a valuable life skill. I cannot assume that the professor before me has practiced these skills with students. Empathetic Learning and Human ContactEngaging students in empathetic and active listening and speaking is a critical component of my courses. For instance, I attempt in every course to host outside speakers who can present students with a life experience or perspective that a text nor I can offer. It is from such experiences that students are able to connect the course material with the human experience. As a class, we practice listening with empathy and responding with respect .
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Well-defined course experience & developmentA well organized course makes the journey easier for all of us. I view the syllabus as a social contract for students and me. It details my expectations for them –such as…--and reviews what they can expect from me in return. I have found that this clear and organized foundation allows me to hold high expectations and be fair. I have demanding requirements and have greater patience with students who are their own self-advocates . It is easy to be fair and concise when expectations are outlined and clear from the start indeed Scaffolding instruction gives students context, motivation and the foundation to understand new course materials that will be introduced throughout the term.
Clarifying the AmbiguitiesStudents should not leave with all of the answers rather they should leave asking new questions. I will have succeeded as a teacher if I have introduced a topic or social phenomena that a student can critically reflect upon or develop and interest in pursuing the topic more thoroughly.
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