I’d like to imagine [my former student] as part of a procession, a long

parade of all my students, those gone away and those yet to come.  I’d

like to know that though most of their names have been forgotten, they

all come together as part of one great blessing bestowed upon me.

(King, 2003, p. 23)

 

I love to teach.  I understand King (2003) when he says,” Is there any buzz, any sense of elation, that compares to driving home after a particularly satisfying class?” (p. 21).  He later equates this feeling to one that a person would experience who was an addict, looking for their next time to feel that particular feeling again.  I understand this.   It’s what brings me back when I’ve had a wonderful class/ semester/ experience; and it’s what brings me back after I’ve had a terrible experience.  I am always on the lookout for my next fix.  I love when students have an epiphany.  It doesn’t matter whether the epiphany comes from something I’ve said, a fellow classmate has said, or whether they have come to it on their own. 

 

My teaching philosophy is pretty simple: I believe all people can learn anything provided they have time, interest, and dedication.  I do not believe I am the most important player to help them learn.  If I’ve explained things several times and the student is still not you understanding me, but another student is, I will use the latter student to assist me to help the former student to grasp the material.  I do believe in created learning, although the syllabus doesn’t give off that sense, in that there are no group projects.  I like when students work together because I believe that other people their own age are often the best facilitators, especially if they come from the same age cohort. 

 

I set a tight schedule and I follow it when no other topic comes up of interest, but if something does comes up in the course of a class that I feel needs expounded on or students struggling with, I will spend more time on it.  Additionally, if students ask a question which starts a firestorm within the class, I pause our schedule, so to speak, so we can unpack these new ideas.  I like to keep the clear the schedule for unforeseen circumstances or “teachable moments.”  Many students are uncomfortable with this since they want to stick with what the syllabus says we should cover.  I warn them in advance that I tend to “rabbit trail” when I feel ideas come up that we should spend time on. 

 

In class, I am a mover.  My philosophy is that students tend to drift off less if I am more prone to walking around the classroom all the way to the back.  I also will randomly call on people or use students in an example if I see them getting restless.  I will also say, “Ok, everyone stand up, look at your neighbor and say, “This information will be on the test!” and then have them sit back down and change the activities up in the class.  I have always enjoyed professors who moved around in the class and who were very unpredictable.  I have taken that on.  People like to figure professors out.  When they can’t figure you out, I believe they’re more likely to hang on your every word.  No one likes to be lost when s/he gets called on, either, so everyone is more apt to pay attention.    

 

I will be revising some of the courses I teach to incorporate these ideas into some of my classes.  This fits into my philosophy because I am never satisfied with my courses.  I am constantly trying to find ways to improve them.  That may include a different course text, activities, games, guest speakers, teaching approaches, technology, etc.  As a teacher, my philosophy is that that’s what teachers should do.  They should be on the look out to make the experience better for the students and themselves.  I was very struck by the concept of backward design (Anderson, as cited by Buller, 2010; Wiggins & McTighe, as cited by Buller (2010).  I will be incorporating that into one of the classes that I teach in the fall.    

I would do my part to stay connected with the students in my course, encourage them, and reach out to them if I noticed they were struggling.  I always liked to know as a student where I stood in the class and in terms of my grade, and so I feel it’s critical to give students the same opportunities.  I would be accessible to them via email or phone.  I believe it’s important to communicate, but my philosophy is that I get back to them within 24-36 hours.  I added that verbiage to the

syllabus. 

 

The syllabus is a contractual document that lists certain absolutes; I do believe that.  Students have a right to know what I propose to teach them; I am obligated to hold to that.  I believe my syllabus should be clear to anyone who would happen to pick it up and teach after me.  My syllabus does that.  It conveys the importance I place on interpreters being professional and how one can work to that end. 

 

References

 

Buller, J.L.  (2010).  The essential college professor: A practical guide to an academic career.  San Francisco, CA: Jossey Bass. 

 

King, D. (2003).  'Accustomed to the Light': A Philosophy of Teaching. Thought & Action: The NEA Higher Education Journal 19,1, 19-25.