Teaching Philosophy
My teaching style is influenced by my own experiences as a student. In the past, I have had professors who shattered my confidence to consider myself as an intelligent and capable student. On the opposite hand, I have had professors who treated my ideas, curiosity, and questions with respect. These positive experiences fueled my love to learn and molded how I choose to instruct the next generation of students. Given the brief nature of a teaching philosophy, I limited the foundations of how and why I teach to the four principles listed below. If there are any additional questions or information needed, I would be happy to provide any clarity.
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Principle #1: Clear and honest communication is key.
On the first day of a class, I take the time to lay out the expectations for the rest of the semester. By communicating the expectations of my students and myself, I ensure that students understand what it means to be a participant in this classroom. Typical things I discuss are the best ways to contact me, how to best prepare for examinations, the importance of office hours, and what I will not tolerate. For those who may have experienced bullying, marginalization, microaggressions, or any kind of negative experience during their education, being open to sharing and participating in a classroom can be daunting. My goal is to create a safe, sincere environment that encourages diverse ideas, questions, and collaborations. It is crucial then to clearly state the consequences of any kind of negative behavior towards a fellow classmate. Communicating expectations is key to them being met.
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Another way I set the stage for clear communication on the first day is by asking students what their goals are for the class. There are a variety of reasons students may take a course, and if a teacher is unaware of a student's motivations then they are unable to adequately meet their needs. While I aspire for every student to be passionate and excited about a class, that is not the reality. Some students may be taking the class out of requirement or might have school be a second priority to their jobs. Others may really care about the grade and class material, as it may represent a prerequisite to another goal. Whatever their goal may be, it's helpful to know how I can best cater the class to their needs. Of course, students may not feel like this kind of communication is necessary or may not feel comfortable sharing that with me. Regardless, I offer this opportunity as an example of how respectful and secure communication can be in the classroom.
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The last important example of honest communication is creating open feedback channels. If during a lesson, class activity, or any time during the semester I feel like there is tension, pushback, or confusion, I find it critical to take the necessary step back. In a previous teaching experience, I created a Google Forms to collect the feedback of my students about a month into the class. I then presented the results of that feedback in the next class and discussed what changes were to come because of their willingness to be candid with me. Not only did this show students the two-way communication we had, it additionally revealed the level of trust between us. These situations are opportunities to show students that I mean it when I say that their education is my priority.
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Principle #2: Lead by example.
As someone who stresses the importance of diversity in tech, I see the value of representing what I teach. Given I did not have any Middle Eastern professors throughout my college career, and very few female professors, I understand the intimidation that comes with choosing a profession that is filled with people that don't look like you. I understand the feeling of 'sticking out' in a predominantly white institution and the pressure of representing the 'other'. As an undergraduate student, I remember starting at a large university as a first-generation student from a low-income background with no professional connections. With that said, I don't take my role as an 'unconventional' academic lightly. I have built connections with students who also come from underrepresented backgrounds, who were willing to share their struggles with me due to my relatable background. Students have come into office hours worried about how 'slow' they were going through the material, or about their struggle with managing their various responsibilities. These open, vulnerable conversations that happen in and outside the classroom allow me to share the challenges I had and how in spite of them, I achieved and continue to achieve my goals. Thus, I do not see my role as solely a provider and examiner of knowledge. Teaching gives me the opportunity to be an example and resource for future, diverse information leaders.
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Principle #3: The classroom is not one size fits all.
Each student has a unique background and life experience that brought them to my classroom. What we have seen time and time again is the inadequacy that traditional examination methods, like tests or essays, can have in truly measuring learning. Thus when possible, I present opportunities to demonstrate their learning in alternate ways. As a recitation lead or teaching assistant, I may not be able to be the decision-maker in these scenarios but I will advocate for students who seek alternatives. It can be mentally tiring to go repeatedly go through the same mechanics of examination, class after class. How can we ask students for innovative ideas when the way we measure their ideas uses outdated learning measurement assessments? I see the value of an exam, essay, or presentation, but believe that students should have the autonomy to decide how they will be assessed.
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Principle #4: Always consider beyond the classroom.
Life happens outside of the classroom, and it can be easy to forget that as a student. As someone who used to lose sleep and abandon all other priorities for the sake of a grade, I know how mentally debilitating the classroom can be. It took 'real-life' experience to show me what skills and qualities actually matter in the workplace, and in life. The experiences I had working in consulting, especially as an underrepresented employee, have been invaluable throughout my graduate career. I bring these lessons with me to my students in order to help them remember that it is life beyond the classroom that truly matters. Learning for the grade is less important than learning the skill that can be transferred to a future opportunity. When students are uncomfortable presenting ideas in class or sharing their ideas, I respect their boundaries. However, I remind them that it is these safe learning environments that are best to make mistakes and grow out of our comfort zones so that we can take on bigger, more challenging events in the future. If a student seems wary of trying a new tool, I remind them that their first entry-level job is going to be full of challenges. If we practice being uncomfortable in comfortable environments, we can better prepare ourselves for the difficulties ahead. This supports my emphasis on cultivating a safe environment that allows students to push themselves knowing that their intentions will be positively received.
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As I continue to grow as an educator, student, and person, my philosophy will adjust to reflect my reality. I do believe that while these principles are true to my pedagogical choices, they cannot encapsulate who I am as a teacher. So much of how I teach is reflected in my upbringing and personality. I add humor and music where I can, try to be as fair as I can, and never forget the power that comes with being a teacher. If you have any questions about my teaching or life experiences, I welcome any feedback and dialogue. Thank you for your time and attention.
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