Teaching Philosophy

Over a quarter of a century of teaching has influenced my thinking about how to teach, and during that time my focus has changed radically. I have moved from a teacher-centered classroom-"after all, I loved giving speeches and was successful at doing so, wouldn't my students enjoy listening to my pearls of wisdom?"-through a student-centered approach-"certainly as consumers of higher education my students should tell me what they want to learn and how they want it packaged"-to the philosophical orientation that I currently use and one that I call learning-centered instruction. What does that mean, you ask?

My intent is to prepare students to become skillful and critical interpreters of verbal and nonverbal interactions so that they may write and speak more clearly and effectively in a variety of contexts. To facilitate this goal, my role is to facilitate learning-the "guide on the side" rather than the "sage on the stage" if you will. Teaching for me is an exchange of roles, ideas, and assumptions which more effectively occur in an interactive, process-oriented, noncompetitive, environment.

How does that translate into the reality of day-to-day teaching? The following pedagogical tools I use on a regular basis describe a process that works:

instructor and peer feedback and critiquing

speaking/writing portfolio development

personal student-teacher conferences

in-class and on-line class discussions

mini-lectures and experiential activities to illustrate course content

multi-cultural texts and events (both fiction and nonfiction)

multi-media (film, play attendance, guest speakers, even music!)

opportunities for revisions and retakes

collaborative writing and presentations

My philosophy of teaching and these instructional choices are motivated by a personal value system that is applicable whether I teach a lower- or upper-division course. It is one in which I believe that:

each student deserves an instructor's special attention and respect

my love of my subject has value to the extent that it touches the heart/soul and captures the imagination of my students

by studying human communication my students will grow both intellectually and humanely

diversity in age, gender, culture, and thinking is not to be feared but rather encouraged

most people learn by teaching others, by actively engaging in the skill, and by applying the theory they've learned in class

computer technology is a valuable resource but not a substitute for meaningful human contact

This is my ideal vision of the kind of teacher I admire and try to be.