My Teaching Philosophy

I'm going to apply for a job; the process requires a teaching philosophy. I've unearthed this old one and tinkered with it a little, and since I haven't posted in a while, voila.
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Education is a right, though it should be valued as a privilege, and pursued as a responsibility. This is the underlying premise upon which I base my teaching. The right to education is as unalienable as those set forth in the Declaration of Independence: the right to life, liberty and the pursuit of happiness. Furthermore, it is integral to all three.

Every person is entitled to a safe learning context, so I strive to create that for my students. I would like to provide a blank canvas, primed and ready for their creativity, motivation and inquiry. The external aspects of their lives provide a frame for this creative space. All of these elements affect their learning: prior knowledge, cultural experiences, motivation, career goals, self-confidence, family and peer support, learning styles, classroom experience, emotional engagement, perceptions of welcome from the teacher and classmates, nutrition, how much sleep they have gotten, whether or not they have a safe place to go home to, and their expectations of the teacher and themselves.

If I can shut out the rest of the world for the duration of my class, or even for a few minutes, I can create some kind of equity for my students through that blank canvas, whatever the size, shape and weight of their individual frames. I can do that by caring for my students generally and individually. I can ask the right questions and influence the mood and atmosphere of the classroom to some degree, given external constraints and the group’s dynamics. I can discourage any behavior that stifles a feeling of safety. I can encourage self-confidence and give guidance in baby steps, building upon whatever each student brings to the task. I support the philosophy that diversity in education and all other areas of life is necessary for a fulfilling and authentic experience of the world. Equity does not necessarily mean that everyone gets the same thing, or is expected to achieve the same amount, level, or quality of work, because that might confine some and overwhelm others. Freedom to achieve at the right pace for each student is one key to achieving equality in the classroom, protecting each student’s right to learn.

Education should be valued by every participant in the process. Personal motivation is probably the most important factor in any student’s success, because if it is not valued, any knowledge he or she manages to attain is probably short-lived and ultimately irrelevant. This is where I make my own expectations clear. While I can go a long way in providing an inviting context for learning, I require a significant level of engagement from my students if we are to create a successful learning community. I ask them to be present, to be open-minded, and to be respectful, at a minimum. I assure them that any effort extended on their part will be returned in large measure, perhaps in a number of concrete and intangible forms.

Members of any constructive society have the responsibility to participate in learning and teaching opportunities in the interests of social justice. Education is part of a larger plan of attack on many personal, social and universal problems. Obtaining and sharing knowledge can help individuals, and the larger society, take great strides out of the plight of ignorance. Those mortals who are gifted teachers have a particularly large burden of responsibility, but every person can be a student and a teacher, promoting a better way in some aspect of living.

While this little manifesto encompasses my general philosophy of teaching, it is also quite relevant to any discussion of my approach to teaching writing. Often, the creative process is raw and personal, creating a good deal of vulnerability for the writer. My efforts to establish safety in the classroom as a fundamental right can help create an opening for that process. My expectations for presence, open-mindedness and respect contribute to the essential element of community in the teaching or facilitating of writing. The idea of writing as a tool for social justice provides an enormous source for topics, concepts, audiences and ideas. This last element, writing as responsibility, is also important to keep in mind as we consider the power of the written word. Like fire, water, a blade, or any other tool vital to our survival and comfort in the world, words can also be used to detrimental purpose. As a writer, I hold the power of language in awe, and I would like to share that with my students and colleagues in writing.

To this earnest, serious treatise, I must include the essential element of fun. If there is one thing I have enjoyed most in all of my years of teaching, it has been the laughter and goodwill inherent in any community of learners. I must infuse my philosophy of teaching with some belly shaking laughter.

This fits into my assertion that education is integral to the basic tenants upon which our country is founded, particularly the pursuit of happiness. Unrestricted opportunity to learn is essential to that pursuit for me, and probably for many of my colleagues in the profession. There must be some intrinsic motivation beyond the altruistic drives inherent in the job, because it ain’t the money, honey. Good humor helps provide safety for learning, builds community, and elicits an important degree of personal engagement in the tasks necessary to master skills, achieve objectives, and dare I say, meet standards.