My Thoughts on Teaching!

All of us professors and lecturers have written and edited (more than once!) our teaching philosophies. But how exactly does that translate when we’re actually in the classroom? How can you turn your philosophy into practice? My philosophy extends over a little more than a page; if I were to sum it up, I would say:

The way I teach is due to the encouragement and mentorship I got when I was a student. I aim to set up a classroom in which students feel supported, respected and challenged. I concentrate on fostering curiosity, encouraging conversation and building up their confidence, and I adjust my courses to suit students’ needs. Whether I am giving lectures on reading, teaching research skills or running workshops, my aim is to help students to think critically, express themselves clearly and acquire practical skills which they can use in a variety of situations. Most importantly, I hope that education will open up new possibilities for them.

This way of thinking influences the way I plan classroom activities since I encourage students to pose new questions and to think beyond what is at first sight obvious. For instance, in my espionage course I get them to think about the way their main area of study affects the way they interpret the readings; the way this point of view changes their understanding of intelligence work in turn contributes to the discussions in our class. A student who has studied psychology or sociology as part of their Neuroscience degree will read the materials differently from a student who has been learning to code as part of their Materials Science degree. Teaching involves more than simply delivering content and giving tests; it is about linking what they are doing to what they are learning about a new subject or about going into a deep exploration of history.

The way you are present in the classroom has an effect on how the students listen and respond. Last night, in my espionage class, we talked about who might be a good intelligence officer. One of the students jokingly suggested that a frat president wouldn’t do well. Instead of simply agreeing or disagreeing, I asked the class to give a reason for why they thought that or why they didn’t. I challenged their existing ideas about what a ‘frat bro’ is and pointed out that if someone were president, they would probably be charismatic and have a certain amount of organizational ability. They admitted that the president would be likeable and capable of talking to anybody. Although this was said in a joking manner, we treated the point a little more seriously and considered whether a frat president would actually be suitable. In the end, sadly, the students concluded that the frat president’s ego might be too great.

I’m not sure if this will change in the next few books; I did actually quite like the way this came about. It was a moment involving a decision on my part. Should I try to think with them and build on what they’ve said, or should we go on and consider some other topic? Something, they wrote about in their homework or stay with the thing said in class? The approach I needed was to engaging with them. In most ordinary college courses this wouldn’t work, but in this one the format is discussion-based. It proved that I am listening, and in that way, even if something had been intended to be silly, we could make use of it. When teaching a discussion-based class I stay a steady presence and allow them to explore in their own way. This is much the same as saying in a regular class, “let’s think about that question” or “does anyone else see it that way?”

Active listening is an important part of gaining authority in the classroom, since it’s necessary to make sure that your authority is clear and not misinterpreted. To be an effective authority means setting out clear expectations. When the expectations are clear, students tend to feel more at ease. This is a simple way of demonstrating that you are the expert. If you know the situation well, you can then lead them to discover all the answers themselves. Another point to bear in mind when it comes to authority is that you should be genuine. You establish the tone for matters such as discussion, deadlines, and respect. I could have simply ignored the frat comment, but why not go with the flow? That didn’t take away from what makes a good intelligence officer; it was about taking an idea and steering the students in the right direction. Don’t forget to show your understanding and care outside the classroom as well. My syllabus is very clear about when assignments are due and what happens if they are submitted late. Homework is due at noon on the day before class rather than giving a zero if it’s submitted an hour late. The rubric indicates the maximum number of points they can earn if the work is submitted late. I’ve also made it clear that I will not accept any homework after we’ve discussed that week’s readings in class. If a student has overslept and missed the noon deadline and submits it by my 9:00 pm, they can still get 7 or 8 out of 10. I changed this over the last year; I used to be very strict and wouldn’t accept any late work, but I had no good reason for doing so. In some classes it is necessary not to accept late work, but this class is worth one hour. If students need to cram for another test, then I should be a bit understanding. I still want the work before the class begins to ensure they read and have some sort of sense of the direction our discussion will go.

I keep a strict rule that no computers or phones are allowed in class, but if students have a question about something I’ve said, I’ll let one of them check the facts for me. This demonstrates a sense of humility and shows that responsibility can be shared. I believe this is an important lesson for their future careers since it’s all right to question and verify information. One of the best ways to prepare students for what comes next is to create a classroom atmosphere in which they feel guided, challenged, and respected. Although my classes are generally electives, they do give students valuable skills that they will use, and at the same time I pick up a few things each semester I teach—particularly how to listen and how to improve. If teaching is a craft, then it’s something that I can work on and refine every semester. So how do I view teaching? I see it in terms of how students can grow, learn, and change, and for myself, I think about what I can do to improve.