(Nov 2022)
I believe that students learn best when teachers can contextualize information so that it is situated within the prior experience of the learners. This recognizes that it is the responsibility of the teacher to make the first move in reaching out to students to create an open and honest space between them where co-learning and engagement can take place. In facilitation of this, my teaching philosophy centers on the combination of reflective preparation of content, the selection of suitable examples and stories, and the emotional concentration taken in the delivery of these. Alongside this is my contention that humility and vulnerability are pre-conditions for teaching and learning, so the creation of an inclusive and supportive environment for learners is essential.
While all teachers aim to be confident in their pedagogical and content knowledge, I believe that a commitment to teaching involves a continuing investment in developing ourselves as people. Extensive reading and reflection on our own learning is necessary to avoid falling into the trap of developing a formula for teaching which can lead to a static and repetitive style that can fail to engage learners. For me, alongside the structure of the lesson, there needs to be an element of risk in teaching, where I try new things in class and explore new ideas and methods while not always being sure where the learning will take the class. Approaching teaching in this way may leave us vulnerable, as we stretch our competencies and try new approaches to develop our pedagogy; sometimes our lessons may not go as planned but if we have the humility to frame these times as opportunities for professional growth, we can model for our learners what is it is to be truly committed to teaching and learning.
By way of invitation to learn, the recognition that most learning comes from analogy is central to my teaching. I believe it is essential to spend time creating suitably engaging stories and examples to put what is being taught into a context that is relevant to the learners. This involves a consideration of who the learners are and where their interests lie. I believe that learning is the vehicle we use to explore who we are; it can give us direction and make it possible that we might find our place in the world and that for which we are most suited. The challenge is to connect and make relevant to students the content of my classes to their situation as it pertains to their own personal journey. Teaching is providing fuel for that vehicle; as teachers; we give of ourselves, as educators, so that learners can make progress in their journey.
My experience as both teacher and learner has taught me that it is through the passionate presentation of curated content, as well as the utilization of engaging examples, where the best learning occurs. Since the beginning of the pandemic, I have focused even more on the need to create a connection with and among my learners. Especially for students new to UBC, that feeling of excitement and fun in coming to a new place and meeting new people was largely absent. Consequently, part of my teaching and facilitation is now an intentional effort toward ensuring students feel welcome, seen, and heard. Alongside this, fostering a learning environment in which everyone feels included and respected, for example, by establishing group guidelines on the first day of class can ensure that students have the space and support needed to contribute to the collaborative effort of learning.
In short, I believe that teaching with openness, shedding the destination of mastery as the goal, and focusing more on the journey and the intensely personal nature of study and learning are the key elements of my teaching. By being aware of the journey our learners are on, and by remembering that we are but a small (if important) part of that journey, we can allow our learners to explore and make progress on their own journey. In parallel, we must seek out opportunities to grow as teachers, through professional development and engagement with our community of practice so that we return to our students with new ideas, refueled and ready to co-create the learning experience.