Statement of Teaching Philosophy

As a student, I learned about effective teaching from many compassionate professionals who inspired me and taught me many critical lessons. It is from them that I draw my strength and love for teaching. It is from them I learned what it takes to perform and communicate effectively in a classroom. I am a composite of my teachers. As I continue to practice and polish my approach to teaching, hopefully, I am able to integrate these lessons learned and styles with my own values, constant reflexivity as well professional development, and energy to connect with my students. One of my instructors once told me, "The teacher will emerge when the student is ready." My reply to that bit of wisdom was to wonder what it takes to make the student "ready?" From this, I took the idea that learning is an exchange requiring a high degree of mutuality and cooperation from both participants to achieve some aspect of success.

Communication is central to the teaching/learning process. Knowledge is valuable in itself, but no matter how much one knows, there is no guarantee he or she can teach that knowledge to others. Communication is the crucial link between a knowledgeable teacher and a learning student. From the vantage point of a professional educator, then, the difference between knowing and teaching is communication in the classroom (Hurt, Scott, & McCroskey, 1978).

More simply put, I thought the teacher could at least ask the student, which in my mind would be a first step in starting a learning conversation.

In the culture of the classroom, I believe that both the teacher and students work together to gain a shared understanding of the learning process and create a learning environment through their communication. In theory as well as practice, the learning process should be a collaborative effort and outcome. Learning occurs during interactions among the classroom members. The class culture is a social construct that evolves through student and teacher communication. The instructor's role then is to help students socialize into a supportive and engaging class culture that allows for maximum involvement and shared understandings by all of the class members. Each student should be an active participant rather than a passive target for the teacher. Therein lies the challenge: how to effectively encourage active participation through consistent involvement? I think the answer lives and dies with effective and genuine communication.

Our discipline has helped me see the significance of effective communication and serve as a guiding pedagogical light in my classrooms. Understanding how individuals communicate, the keys to professional presentation, the necessity of consistent feedback, and the role of communication in relational development have assisted me in my classroom preparation and presentation. In the classroom, I attempt to 1) create a non-­threatening, supportive culture and climate where students feel motivated to participate and learn, 2) maximize my contact with students in and out of the classroom by being accessible, immediate, and approachable, 3) appropriately communicate the content, my

passion for teaching and the subject, as well as my expectations of the students, 4) provide suitable, timely feedback to facilitate growth, 5) constantly monitor my performance through formal/informal assessment and student feedback, 6) generate engaging and experiential learning opportunities t9 supplement traditional forms, and 7) communicate respect and responsiveness for diverse learning styles and aptitudes.

Shaping my philosophy of teaching is a never-ending construct. I am learning to become a teacher. It is a process with no end. Sometimes, I fail along the way but look to the heuristic value of the experience and try to grow in my approach. This process of constant evolvement and development is an exciting journey. Maybe it is more about the journey rather than the destination. Often along the way, I am the "student" in the classroom, as I work to leave myself open to learn from the students. Listening is key to my classroom experience. Listening allows me to grow through understanding the student's perception of my teaching style and to tune into the student's voice as well as the appropriateness of the learning environment. My focus is on connecting with the student on an individual basis by putting a name with an attitude, a learning style, a skill, an interest, and a face. When I look at the students in my classroom, I see a person first, then the student.

I think being a teacher also means being a facilitator and a motivator for the student The leader-follower analogy might be useful for comparison in that both student and teacher are constituents in this learning relationship. Sometimes just making the information available to the student is not enough. The teacher has to help the student by challenging the student's desire to learn and finding a way to tap into the student's "intrinsic motivation." It comes down to finding a way to energize and motivate the student and then teaching. Teaching is extremely gratifying when I can help someone discover something new or go places they have never been before.

Part of teaching also means being a realistic practitioner. Even with a sincere attempt, sometimes it does not work. I do not always get the results I am hoping for, but I keep trying. Often, it never seems enough. I keep thinking there is so much more I can do and need to realize. It takes a concerted effort to make a commitment to grow as a teacher. However, making time for professional development and the scholarship of teaching is often challenging. This nomination process has afforded me a unique opportunity to reflect upon my teaching. The task is to keep looking for new ways to teach and motivate the student as well as myself. This includes professional development on numerous levels as well as maintaining a research agenda that consists of a "systematic reflection of teaching and learning." I cannot give away something I do not possess. I want to make sure that I am ready and able when my students are ready to learn as well as excite them to be ready to learn by creating an engaging learning atmosphere.

At the heart of what I believe, and try to practice, is respect. Respect for my students, the material, and my performance. It is important for me to give respect and work to earn the student's respect. Organization and planning are necessary for a consistent presentation,

yet positive regard, spontaneity, enthusiasm, and adaptability play an important role in shaping my classroom. I consider being a teacher a privilege. For me, sharing the classroom with my students is a humbling experience that I never take for granted.  I enjoy what I do.  I try to communicate that to my students.

(Hurt, H.T., Scott, M.D., & McCroskey, J.C. (1978).  Communication in the classroom.  Reading, MA:  Addison-Wesley.)