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Statement of Teaching Practice
Classroom Practices
Community Building: The classroom is a small community,
and it is a teacher’s responsibility to shape the norms of that
community in ways that foster student learning. I aim to establish a community
of respect. I model this by making an effort to learn and use my students
names and be aware of issues that may affect their learning in class.
I show respect for their learning process by enabling students to make
mistakes safely, without ridicule or humiliation. I encourage students
to get to know one another and to communicate frequently about the course
material.
Lecture: I believe that lecture is an important part
of the classroom tradition. A well-prepared lecture will provide an overview
of the subject matter, embed issues in their historical location, give
concrete examples of abstract concepts, and connect these elements with
the assigned readings. I view lectures as a teacher’s homework;
they show that the professor has made a commitment to student learning.
Today's lectures no longer need to follow the boring model of passive
students listening to hours of talk. Modern lectures are interactive,
incorporate new technology, and benefit from the research being done into
differing learning styles and attention spans.
Quizzes: If I have done my homework, I expect the students
to do theirs too. Weekly quizzes on the assigned readings reward students
for staying current. Quizzes also enable teachers to identify poor work
habits, confusion about the subject matter, or a personal crisis before
they turn into a failing grade.
Cooperation: While competition can be a strong motivator,
I believe that cooperation builds better character, and reinforces the
qualities we value in future colleagues. Cooperation can be fostered through
group discussion and team exercises. E-mail lists and online education
forums can be a valuable medium for sharing articles, carrying on discussion,
or asking questions. The opinion of our peers is an important part of
scholarly life. When possible, I attempt to reflect this on the classroom
level, by incorporating peer editing into the essay assignments.
Essays: The ability to construct a well-written essay
is key to communicating our ideas to others. For this reason, essays make
up a significant portion of the student’s grade. Depending on the
course content and level, assignments may include a major essay or several
smaller papers.
In some cases I may assign a short essay in the first few weeks of class.
This serves three purposes: 1) it establishes that the course will entail
work, and a time commitment on the part of the student; 2) it enables
me to get to know students as individuals who care about particular issues;
3) it provides a barometer of the skills my students already possess.
Ultimately, I aim to help students adopt the practices of critical thinking,
clear communication and responsible scholarship that will serve them in
any future field.
November, 2009
