Teaching Philosophy

Teaching and learning are active ventures. I will do everything in my power to meet students where they are in their learning, and help them set goals. I define learning as the acquisition and ownership of knowledge and skill that is to be woven and applied to your own life. I believe classes have personalities, too, which can enable teaching and learning. Every semester is new. Every class is new and my teaching and learning strategies must be refitted to apply to students, classes, and environments as needed.

Part of my role is identifying students’ needs relative to their goals, and strengthening those skills needed by varied teaching/learning styles. At the same time, I can expose them to different styles. Students must remain engaged in our active teaching and learning environment. If they do not share my excitement for a subject, I will try to find a connection from the subject to what excites them. I believe a level of excitement about learning or the subject enhances the learning process. Both the teacher and the learner have a shared responsibility to create learning excitement.

I believe learners are teachers and teachers are learners. Students can and should help other students learn. I believe in peer-to-peer instruction. Teaches are learners, too. I must keep abreast of current industry trends, teaching research, student demographics, etc. in order to keep learning myself. I know that I also can learn from my students. I want to forever remember what it feels like to be a new learner.

I believe that even in higher education, learning can be fun, colorful and boisterous. This means my scaffolding for classes can be creative and will draw from various teaching/learning methodologies. The activities must facilitate learning toward an objective and have an element of debriefing to discuss/define learning that transpired.

I believe teachers must challenge students and expect more from them than they ever thought they could achieve. Part of my role is to help students discover how to make their own discoveries. They need to learn where to find answers they seek and how to ask the “right” questions. I hope this motivates lifelong learning.

I believe in creating an environment where it is safe to explore new ideas and practice new skills. The classroom represents a safer version of reality where discussions and learning can help students navigate future realities. The more realistic the environment, the easier the transition will be for students. Stated simply, I believe students appreciate real-world applications in their learning environments. This helps create meaning. Students should help create this environment. Students can and should make decisions about where their learning is headed. They should take a role in deciding what they are to discover.

I believe in fairness, clarity and a flexible framework in the learning environment. The framework can evolve and mold to fit the current situations, but fairness and clarity must remain intact. This includes prompt, clear and ongoing feedback for students.

I believe teachers are social servants who impact their students in ways they may not realize. I believe the parts within the university whole must work together to support students and help them achieve their goals.  —Sarah Maben