Teaching Philosophy

What is Teaching?

Teaching is the process of taking complex things and breaking them down into smaller, simpler things that the student can integrate with previous foundational knowledge and experience. In that way, the student can build a model in her head that explains how something works, feels or acts. A student's ability to interpolate answers to questions that she doesn't already know hinges upon a firm understanding of the underlying principles of the subject. If the student is just fed information and asked to regurgitate it on command, she is unlikely to ever expand upon that material in a meaningful way.

Hallmarks of Good Teaching

The following is a list of required traits to be a good teacher in order of importance:

Humility

By far, the most important aspect of teaching is humility. It should always be the understanding of a teacher that he was once a student himself. In addition, it is likely that there are students in each class who are more intelligent than the teacher. This does not mean that the teacher must defer to the student at all times; it simply means that arrogance by the teacher or the student will always serve as an impediment to learning. It is essential that the teacher and the student leave their egos at the door of the classroom so that ideas can be properly understood, probed and challenged.

Preparation

A good teacher should be prepared to teach. Many teachers are very smart and rely on that intelligence to help them "wing it" in the classroom. However, I would pose that a less intelligent teacher who is prepared for class will always outperform a more intelligent teacher who isn't. Knowing where the lesson is going and how to get there, what the goals are, and how to achieve them is a fundamental principle of life and applies to teaching as well. In addition, good planning and preparation help the student understand how information is connected and applied.

Knowledge

The teacher must be knowledgeable on the subject. This should not be confused with intelligence (ability to learn). While many students may be more intelligent than the teacher, the teacher should always be more knowledgeable than the students. More than just knowing the material BEFORE he gets to class, the teacher must understand how all of the pieces fit together. His ability to communicate the big picture will be unsuccessful if the teacher does not know the big picture.

Patience

Rome was not built in a day and likewise the great minds of tomorrow are not built in a day either. All subject material should have a predictable pace (see preparation) that allows the student to digest the material. In addition, some students may not connect with the material right away. The teacher should be patient in exploring alternate methods to communicate the information to the student.

Communication

Naturally, all the knowledge, humility and preparation will be of no value to the student if the teacher can not adequately communicate with the student. In addition, the communication between teacher and student should be bi-directional where both speaking and listening are trademark activities for both parties. This does not mean that communication is the most important as many teachers who do not communicate very well, are very good teachers because they have the other four hallmarks.

Role of Experience

When I was 17, I finally got my driver's license. I had been driving under a learner's permit for a year and had studied for the driving exam. I couldn't understand why my father was so nervous about me driving. I had learned what I needed to know, I would be fine. Nevertheless, I was in 3 accidents my first year. At the time, I did not understand the role of experience. There are some things that require experience to truly understand. While it is not always possible, a good teacher will look for opportunities to provide safe experiences with the subject material, where failure would not be fatal.

Conclusion

In conclusion, a good teacher is a servant to his students. This does not mean that the teacher is subordinate to the students or that the teacher must do what the students want. It simply means that the teacher will always want what is best for the student - even if the student doesn't. Determining what is best for the student requires wisdom and judgment but must be devoid of any self-interest. It may require that the teacher be tough; it may require that the teacher be understanding; it may require the teacher to flunk the student. But, however it is done, the real issue with teaching is motive. If the teacher is tough because he is annoyed with the students, then the motive is wrong. The teacher should be tough because he cares for the students. While the behavior may be the same, the student can tell the difference.