A. Teaching Philosophy
On the first day of class I tell my students that I am not only their teacher, but also a student myself. I explain that I too have taken a full load of classes and that I have not forgotten what it feels like to be a student. I also tell them that every semester I learn in “our” class, because each of them will teach me something new about learning capabilities, new technologies, and/or life experience in general.
Although my teaching philosophy and instructional style grows and changes with each new semester, specifically I begin each class with the mindset that there will be different levels of students in each class. That is, some students will begin at a very advanced level and will remain at that level throughout, some students will begin at an average level and will work to gain the advanced level skills presented, and finally some students will begin at a basic level and will show a continual increase in skills over the semester. No matter which level or class, my course requirements are structured in such a way that students can either work at a higher level throughout or gradually gain the skills to increase throughout the semester. More specifically, I encourage all student levels by motivating and monitoring each. This motivating and monitoring is portrayed via:
(1). Course Development: My courses are developed to increase student skills over time. However, I attempt to “get the most” out of all my students just before midterm and shortly after midterm semester. If you imagine a roller coaster with two hills climbing to the top of the first hill a few weeks before midterm, declining and then climbing to the last hill two-to-three weeks after mid semester one can almost witness the intensity level of my courses. During the last stretch of the ride, students are encouraged to use all knowledge gained to reflect their “experienced rider” skills to coast into the final stop. In addition, I develop all my course lectures, discussions, assignments, labs and extra-curricular activities in a very structured manner whereby lectures, discussions and extra-curricular activities prepare students directly for assignments, labs, quizzes, tests, and written work. Students have often stated they appreciate the organized manner in which I offer my courses; and, depending on the course, for instance, they also appreciate the “business-like” manner in which we conduct the class. For example, in Technical Communication and many Technology Management courses I often hold organized, team-oriented leadership meetings, peer editing sessions, on-the-spot presentations, brainstorming sessions, and/or breakout planning sessions. Plus, I often choose team leaders after I have identified key students and let them choose their team members based on business standard…not the “buddy standard.”
(2). Course Integration: I set-up each course’s assignments, labs, and written work to continually make use of advanced technologies for learning, teamwork, peer consulting, and revising. Basically, in all my classes students actually “live” in the “process” of critical thinking. Over and over I encourage students to go through the “invention” process for all labs, assignments, and written work. That is, start from the beginning with any task at hand, brainstorm, decide content, format, draft, edit, and decide audience if appropriate- then begin the process all over again if necessary.
(3). Assessment: In all of my classes, assessment is offered verbally via student/group conferences and via written assessment in the grading comment area for student/group labs and all typed submissions. Students are also encouraged when appropriate to revise work for a re-grade. In my Technical Communication courses, students must submit a memo asking for a re-grade and directing my attention to the specific area(s) corrected on the original work. In my Technology Management Courses, students will receive bonus points if something needs to be re-worked. Throughout all of my classes, all of my students know exactly what their average is, because I provide an ongoing semester grade in the grade book. I find that this method relieves student pressure and any confusion related to their grades.
Overall, my teaching philosophy and instruction style includes maintaining a positive attitude in and out of the classroom, reflecting my energy towards student’s needs in and out of the classroom, and utilizing my own leadership skills within and out of the classroom to guide and maintain an orderly learning environment.
Although my teaching philosophy and instructional style grows and changes with each new semester, specifically I begin each class with the mindset that there will be different levels of students in each class. That is, some students will begin at a very advanced level and will remain at that level throughout, some students will begin at an average level and will work to gain the advanced level skills presented, and finally some students will begin at a basic level and will show a continual increase in skills over the semester. No matter which level or class, my course requirements are structured in such a way that students can either work at a higher level throughout or gradually gain the skills to increase throughout the semester. More specifically, I encourage all student levels by motivating and monitoring each. This motivating and monitoring is portrayed via:
(1). Course Development: My courses are developed to increase student skills over time. However, I attempt to “get the most” out of all my students just before midterm and shortly after midterm semester. If you imagine a roller coaster with two hills climbing to the top of the first hill a few weeks before midterm, declining and then climbing to the last hill two-to-three weeks after mid semester one can almost witness the intensity level of my courses. During the last stretch of the ride, students are encouraged to use all knowledge gained to reflect their “experienced rider” skills to coast into the final stop. In addition, I develop all my course lectures, discussions, assignments, labs and extra-curricular activities in a very structured manner whereby lectures, discussions and extra-curricular activities prepare students directly for assignments, labs, quizzes, tests, and written work. Students have often stated they appreciate the organized manner in which I offer my courses; and, depending on the course, for instance, they also appreciate the “business-like” manner in which we conduct the class. For example, in Technical Communication and many Technology Management courses I often hold organized, team-oriented leadership meetings, peer editing sessions, on-the-spot presentations, brainstorming sessions, and/or breakout planning sessions. Plus, I often choose team leaders after I have identified key students and let them choose their team members based on business standard…not the “buddy standard.”
(2). Course Integration: I set-up each course’s assignments, labs, and written work to continually make use of advanced technologies for learning, teamwork, peer consulting, and revising. Basically, in all my classes students actually “live” in the “process” of critical thinking. Over and over I encourage students to go through the “invention” process for all labs, assignments, and written work. That is, start from the beginning with any task at hand, brainstorm, decide content, format, draft, edit, and decide audience if appropriate- then begin the process all over again if necessary.
(3). Assessment: In all of my classes, assessment is offered verbally via student/group conferences and via written assessment in the grading comment area for student/group labs and all typed submissions. Students are also encouraged when appropriate to revise work for a re-grade. In my Technical Communication courses, students must submit a memo asking for a re-grade and directing my attention to the specific area(s) corrected on the original work. In my Technology Management Courses, students will receive bonus points if something needs to be re-worked. Throughout all of my classes, all of my students know exactly what their average is, because I provide an ongoing semester grade in the grade book. I find that this method relieves student pressure and any confusion related to their grades.
Overall, my teaching philosophy and instruction style includes maintaining a positive attitude in and out of the classroom, reflecting my energy towards student’s needs in and out of the classroom, and utilizing my own leadership skills within and out of the classroom to guide and maintain an orderly learning environment.
