Teaching Philosophy
Teaching Philosophy
Teaching is about connecting with people through kindness, compassion, and empathy. Every student enters a classroom with a unique story, identity, strengths, and insecurities. I see my teaching philosophy as that of a facilitator who creates environments where students feel comfortable asking questions, supported to take risks, and empowered to grow and learn. I have reached this point in my career through both research and teaching in instructional communication, student engagement, and experiential learning, as well as helping students understand complex technologies with patience and understanding.
I Believe Learning Is Relational
I believe students learn best when they feel seen, respected, and genuinely cared for. Literature on teacher immediacy and confirmation indicates that approachability and trust foster higher motivation and retention (Thweatt & McCroskey, 1998; Goodboy & Myers, 2008). In my practice, this means learning students' names, welcoming questions without judgment, and approaching confusion with curiosity rather than correction.
When students struggle with technical concepts, I normalize confusion by stating that it is a standard part of learning. I also work through problems alongside them instead of above them. Across settings, whether in the classroom, training room, or one-on-one mentoring, I intentionally demonstrate warmth, active listening, and transparency.
I Believe Curiosity Drives Understanding
Educationally and pedagogically, my perspective on the learning process is based on constructivist and scaffolded exploration (Dewey, 1938; Vygotsky & Luria, 1930). Instead of using a teacher-centered or lecture-based method, I start by problematizing, questioning, and inviting discussion before guiding learners through a process or concept. I set the scene and find ways to connect new ideas and skills to students’ daily experiences.
During a lesson on a technology-related issue or use, I begin with something students may already know from the field. I challenge them to define and understand an abstract term or idea. By gradually building on a familiar context, learners gain a bridge into a new system of meaning-making constructed from their prior knowledge. This approach helps me work with students from non-traditional backgrounds who may feel that their experiences are liabilities rather than assets.
I Believe Feedback Is Formative
Feedback should be an opportunity to learn and grow, not a dead end. Based on research about growth mindsets (Dweck, 2016), I design feedback loops that are iterative, specific, and kind. I do this in tangible ways like providing revision opportunities, reflective prompts that have students measure their own progress, and feedback that focuses on process as well as product.
I see feedback as a dialogue instead of a final judgment. When students can revise, reflect, and try again, they take more risks, see challenges as a natural part of learning, and build self-efficacy and grit over time.
I Believe Inclusion Strengthens Learning
Learning environments are most effective when student differences are recognized as strengths. I base my instruction on the principles of culturally responsive teaching (Gay, 2018). I strive to be aware of my students' backgrounds, learning preferences, and access needs by including multiple entry and exit points to content, co-creating norms for respectful communication, and proactively reducing barriers to full participation.
When issues occur, especially for students from historically marginalized groups, I collaborate with learners to adapt our approaches and resources so that all students have the opportunity to succeed.
I Believe Technology Should Amplify, Not Replace, Human Connection
Technology is most effective when it can be leveraged to make learning more approachable, individualized, and engaging. My experience in IT and communication has helped me choose and design technology that promotes collaboration and creativity, not for its own sake, but as a means to connect people and ideas.
At its core, my teaching philosophy centers on empathy, intentionality, and respect for the whole learner. I strive to make both in-person and online learning spaces inclusive, supportive, and responsive. I believe that when we teach, we must do more than just help students learn. We need to ensure they leave our classes and learning experiences with more confidence in themselves and their ability to learn, a better understanding that learning is a human, collaborative process, and a belief in their capacity to grow.
References
- Dewey, J. (1938). Experience and education. New York, NY: Macmillan. https://archive.org/details/experienceeducat00dewe
- Dweck, C. S. (2016). Mindset: The new psychology of success. New York, NY: Random House.
- Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). New York, NY: Teachers College Press.
- Goodboy, A. K., & Myers, S. A. (2008). The effect of teacher confirmation on student communication and learning outcomes. Communication Education, 57(2), 153–179. https://doi.org/10.1080/03634520701787777
- Thweatt, K. S., & McCroskey, J. C. (1998). The impact of teacher immediacy and misbehaviors on teacher credibility. Communication Education, 47(4), 348–358. https://doi.org/10.1080/03634529809379141
- Vygotsky, L. S., & Luria, A. R. (1930). Tool and symbol in child development. In J. Valsiner & R. van der Veer (Eds.), The Vygotsky Reader (pp. 99–134). Blackwell.