TEACHING PHILOSOPHY

Learning is a process of associating new knowledge with what an individual already knows and in addition, being able to utilize it. Learning is not a matter of storing and retrieving facts. As a teacher, it is my goal to help each student generate a desire to learn more about the living world whether they are a Biology major or not. The student must be willing to not only learn the facts but to grasp a deeper understanding of the topic in order to utilize and apply the information on a higher cognitive level. The student must understand what science is, a method of understanding nature and how it works; and what science is not, memorization. As a teacher, I also recognize that the class as a whole is made up of individuals with unique learning styles and abilities. Learning is a collaborative effort between a student and teacher.

My method of teaching involves a variety of hands-on activities in which each student is actively involved as well as cooperative learning groups in which students help each other gain knowledge and build relationships, and questioning which promotes thinking. When students gain ownership of their own learning, then they understand and it goes into long-term memory storage. In order to accomplish this, I create an environment in which each student is given the opportunity to explore beyond the boundaries of information for a given test. Lab classes are great hands-on learning experiences while lecture in some classrooms tends to be very robotic. I, however, consider myself creative in the way I deliver “lecture” information.

I use a variety of methods in my teaching. I use flow charts, diagrams, illustrations, concrete examples, video clips, cut and paste type activities, poster projects, demonstrations, cooperative groups and I utilize every opportunity to incorporate technology. At the beginning of the semester, I start out asking all the questions to promote thinking. At some point they take ownership for their learning, and within a couple of weeks, they are asking me the majority of the questions.

I have high expectations of all of my students and of myself. Not only do I want each student to grasp content knowledge and application but to also raise each student’s cognitive ability to the next level. To assess their mastery of a topic, projects are graded using a rubric, and exams contain a variety of questions including discussion or essay questions to help evaluate their understanding of a concept. As there is always room for improvement in teaching, I too am open to learning and welcome the students’ feedback whether it is provided verbally or written anonymously, and do use the information to make appropriate changes. Not only my high expectations but also my excitement for biology sparks their interest and desire to learn more. My rewards of teaching thus far have come in the simple form of “Thank you” from previous students who are now registered nurses, dental hygienists, etc. that have pursued the desire to learn more about the living world and are now making a career of it!