Teaching Philosophy

My teaching philosophy can be summarized as: Empathy and Encouragement. Or, more formally, student centric. As an undergraduate, I was not a confidant student. My instructor allowed certain students to dominate the discussions, and overlooked quieter students like me. I was a first-generation college student, I was unsure and rarely spoke up, and it took me longer to find my way than it should have. I remind myself of this experience daily, so that I do not make this same mistake with my students.

I believe that to help a student reach their full potential, it is crucial to understand and empathize with them. I work hard to assess what affects their ability to succeed, both in and out of the classroom. If they are “underprepared” for college work, there are straightforward solutions; however, it is rarely that simple. Many students do not lack the “drive” to succeed; they lack the time. In addition to college, many are responsible for supporting their families, and they work full time. No number of lectures on good study habits will help these students. What does help, though, is being flexible, approachable, and firm when they fall behind. Through email, office hours, and reminders in class, I make myself available and encourage students to contact me so that we work together to create a schedule that incorporates all their commitments, and mutually agree firm deadlines to provide structure.

My approach is rooted in the student experience and understanding that sometimes a student needs an opportunity to breathe while knowing that they are supported, so that they can succeed. Additionally, I actively promote a growth mindset in my classrooms because every single student can improve with dedication and hard work. This is especially true of writing classes. Unfortunately, some students have been told repeatedly they “can’t write,” or “they are horrible at writing,” so at least a few times per class, I have to readjust a student’s thinking when it comes to writing. For instance, often students approach me about their papers saying, “I’m no good at writing,” or “English is my worst subject.” I have heard this so often from students that my automatic response is, “Let’s change the way you think a little from “not good” to “I am not where I would like to be yet.” This minor change in mindset has proven to be extremely helpful, and while not instantaneous, eventually they become more positive about the challenges of writing. Changing a mindset from “I can’t” and giving up, to one of “I am improving” helps them see the value of how much they have learned. These few seeds of encouragement have always borne fruit.

Empathy and encouragement help me to inspire my students and give them the confidence and support they need to succeed, to go further than they thought possible, and to work harder instead of giving up. I give them the tools they need to think critically, but I teach them the value of resilience and self-belief.