My Teaching Philosphy

If I had to sit down and honestly create a teaching “philosophy,” I’m not sure I would be comfortable with dropping the names of famous composition theorists or pedagogical barnstormers. Instead, I feel content to say that I teach by example. There have been several pedagogical philosphies that have informed my pedagogy; additionally, there have been several teachers that have influences my approach to teaching, but the one thing that they all have in common is a passion for their expertise. They do not compromise their principles, yet they are very willing to lend an ear to any ideas presented before them. For me, that’s what teaching is about: we cannot be afraid to be students as well as educators.

First and foremost, I feel our primary role as educators is to teach and encourage critical analysis skills. We, as students, cannot move beyond what we already know if we are not willing to challenge our modes of thinking and the modes of thinking of those around us. I wish to prevent stale thought and encourage students to experiment with new ideas, to not be afraid to take risks with their education.

I truly believe in a democratic classroom where all voices are equally valued, despite what may appear “right” or “wrong.” It is our responsibility, as students and teachers, to give respect to others as well as to command it. However, respect cannot be commanded until it is first accorded to others. Without respect, the free exchange of ideas (the core of a responsible education) cannot take place. I like my classroom to be relaxed and stress free.

As a composition teacher, apart from oiling the cogs of critical thought, I encourage students to produce the best writing of which they are capable, and I see myself more as a facilitator of the discovery of knowledge—as well as actively engaging in acquiring knowledge, myself. I believe that the efficacy of ideas is debatable, and well written expressions of thought win the debate. Simply put, once effective communication is established, at that point can we begin to discuss rationality and the philosophies of learning.

The professor that has influenced me the most is Arthur Saltzman, who I consider my undergraduate mentor and friend. From him, I have learned that once one has the courage to challenge one’s self and one’s beliefs, then can that person be prepared to embark on writing well. I suppose that whatever benefits the students will, in turn, eventually benefit us all—a trickle-down or pay-it-forward philosophy of education.