Teaching Style
I define teaching as the process by which I help students to learn. I guide learning by helping students individually, at other times instructing an entire class, and still at other times by encouraging class participation. Spontaneity is a valued part of teaching. If the teaching appears memorized, not spoken diaphragmatically, not spoken with eye contact, and if there are no visual aids, learning will likely not take place. Learning is, of course, the main purpose of education. It is the goal of every student and the task of every teacher to increase knowledge and understanding in the classroom. I feel that the concept of learning should be focused around four main areas. Independent thought is essential to the development of each student. Being able to form unique independent ideas to solve problems will serve them both in and outside of the classroom. Group interaction is also an important part of learning. Being able to share ideas, validate them with those of others, and teamwork are important processes in social and mental development.
I guide students in recognizing that the subject matter is important by writing key ideas on the board, stating the learning objectives before the instruction, cuing the class “to make a note of this please,” and giving and asking for examples. My animated facial expressions, gestures, intonation patterns, diaphragmatic speaking and proper posture are keys in underscoring the importance of content. I encourage students to voice their ideas about the subject matter and to ask questions. This type of classroom climate melts icy inhibitions toward attentiveness and participation. Learning involves active thinking. The student also teaches by sharing insightful comments.
I used to set specific goals for students. Mastery of information has always been the goal for teachers, and should continue to be one of the essentials. In addition, long term goals for students should be set, allowing students to work towards goals over time. As a part of this, intellectual development of each student should continue over time, allowing students to use what they are learning later in life. It is also the hope of all teachers that students will develop an interest in the subject area being taught. Although this does not occur in all cases, students should at the very least develop an appreciation for the subject and the material being taught in the classroom