Statement of Teaching Philosophy

The best advice I have received about teaching is “never forget what it’s like to be a student.” By reflecting upon my own experiences as a student, integrating texts such as Bloom’s Taxonomy, and noting successful moments, I have developed a teaching style that fits my personality and a teaching philosophy that represents my vision for the college classroom. My teaching philosophy centers around three key foci: critical thinking, community engagement, and collaboration.

Critical Thinking

Each semester, I try to construct the classroom as a safe space to explore experiences, question theories, and critically examine our subject matter. Every assignment is an opportunity for students to move beyond understanding to evaluation and creation. The textbook is viewed as a starting point for intellectual conversations, not the be-all, end-all authority.

For example, in my argumentation course, students are assigned an Op-Ed piece from a national news source to read. Students then write an essay that evaluates the quality of arguments made and presents his/her own informed opinion on the topic. This assignment allows students to think through their own positions, critique another’s, practice research skills, and formulate coherent arguments on a controversial topic. Throughout the semester, I also encourage students to be critically reflexive of themselves.

Community Engagement

I design my syllabi with an eye toward with an eye toward local and global community engagement. This focus is especially rewarding in a place like College Station, where students at Texas A&M are notorious for giving back, but seldom take advantage of the opportunity to meet local community members.

For example, in my group communication course, student groups liaise with a local non-profit organization throughout the semester. They complete a final project for the organization that ranges from producing a newsletter to writing a volunteer manual, recruiting volunteers, delivering flowers to those in hospice care, or planning a fundraiser. This experience serves as a chance to develop professionalism, make contacts, and participate in a cause that is meaningful to the students. Moreover, it highlights the benefits of becoming involved in a community beyond campus.

Collaboration

Traditional conceptualizations of education involve a hierarchical model of knowledge-transfer. Yet in contemporary classrooms, students and teachers must unite to form collaborative community of learning. I believe that not only is it possible to learn from my students, it is essential. In my classes, students are challenged to bring in ideas from other courses or personal experiences that can enrich, destabilize, or contradict class discussions. Building a community of learning requires the instructor to establish a positive, open climate early on. Two activities serve as exemplars for this.

During the first week, I introduce an activity from one of my own high school teachers called “Yays and Boos.” We spend a few minutes each class period where students may volunteer to share a “Yay,” which is something good about the week, or a “Boo,” which is something bad about the week. I use this activity to create a norm of involvement in the classroom and create an open atmosphere. This activity consistently receives positive feedback from students.

An additional way I collaborate with students is to touch base mid semester with an activity called “add-delete-repeat.” This activity occurs midway through the course, and students are directed to brainstorm an aspect of the subject matter they would like to see “added” to the course, specify an aspect they would like to “delete,” and indicate what should be “repeated.” In the following class, I explain to students the nature of the comments that I received and respond to their concerns. This exercise usually results in some modification of the course. Recommendations that have been integrated include having less frequent but longer quizzes, providing additional prompts for reflection essays, and taking more time to unpack activities. Beyond collaborating with students, I am invested in fostering respectful relationships between students.

Collaboration also involves creating an environment of respect between students. It is imperative that students learn to express opinions respectfully, work with people they may not usually associate with, and reflect on how their communicative behaviors construct the classroom climate. In order to attune students to these issues, I begin each course with an explication of my orientation to communication as a constitutive, sense-making activity situated within a context. This allows students to move beyond common understandings of communication as skill building, and empowers students to take responsibility for their communicative acts.

The success of these three foci in the classroom is predicated on my ability to constantly reflect on my activities, assignments, and attitude in the classroom. A key way I accomplish this is through my involvement with Equality101. I am an Editor of Equality101, a blog authored by instructors from elementary to post-secondary education devoted to discussing pedagogy and diversity in the classroom. The mission of Equality101 is “to engage with difference and diversity in a meaningful and productive way.” My teaching has benefited from regular reflection on my methods and activities as a result of this group blog. I would be highly interested in creating a local working group devoted to similar discussions of pedagogy, difference, and diversity across disciplines.

This teaching philosophy guides the design of my syllabi, assignments, and activities. By constantly reminding myself of my commitment to the principles of critical thinking, community engagement, and collaboration, I am able to participate in an active, thriving, learning community.