Teaching Philosophy

My teaching philosophy is rooted in the belief that every student is a unique individual, bringing their own gifts, abilities, learning styles, and life experiences into the classroom. I approach every teaching opportunity as a chance for my own growth and evolution, meeting each student with an openness and genuine willingness to learn from them. I have an ethical obligation to nurture and encourage my students’ critical thinking skills and to validate their individual scholarly pursuits. When students feel truly seen and cared for, they're more likely to engage deeply with the material and with me. My approach is built upon four interconnected principles: Critical Thinking, Creativity, Communication, and Community.

1. Critical Thinking: Beyond Facts, Towards Deep Engagement:

I'm a thoughtful and innovative instructor, committed to moving beyond the mere imparting of facts and foundational principles. My primary goal is to guide students toward profound critical thinking and evaluation. I design learning experiences, both in-person and online, that actively encourage students to grapple with complex ideas and apply course material. This often involves student-led learning approaches, where students take ownership of their inquiry. When a student is struggling, I work with them individually to understand their unique learning style, adapting my guidance to best support their path to mastery.

2. Creativity: Experiential Learning And Real-World Connections

I believe in leveraging diverse teaching methods to appeal to the varied learning styles within my classroom, whether physical or virtual. Beyond traditional textbooks and lectures, I actively experiment with new pedagogical strategies to foster engagement and creativity. This includes developing AI assignments, integrating podcasts and films, and utilizing Photovoice projects. My classroom is a dynamic space where students aren't just consumers of information but active creators and problem-solvers. I also passionately believe in bridging classroom instruction with real-life community work, encouraging students to participate in local events and activities that connect theory to practice and deepen their understanding of social issues.

3. Communication, Clarity, Responsiveness, And Shared Understanding

Clear and consistent communication is paramount to setting students up for success. I establish precise long-term and short-term objectives and work diligently to help students achieve them. This involves consistently returning to the syllabus and class schedule, posting weekly reminders both in class and online, and maintaining a strict personal policy of responding to all emails within 24 hours (excluding weekends). I foster online discussion boards as collaborative spaces where students can ask questions and, importantly, support each other's learning by answering questions themselves, rather than solely relying on me. I view communication as a vital feedback loop; I attentively listen to my students and observe their cues to assess teaching effectiveness, and I'm always prepared to modify or adapt a lesson plan or activity to better meet their needs.

4. Community: A Space For Collaboration And Belonging

I firmly believe that the most effective classrooms cultivate a spirit of community, collaboration, and warmth. Building genuine rapport with my students is a priority; I share relevant personal stories and examples to create relatable connections. I cultivate an environment where students feel comfortable asking questions and interacting without fear of censure or rebuke. Demonstrating my own uncertainties and willingness to learn from their insights further strengthens this open dialogue. I actively plan group activities and assignments to encourage students to build friendships, forge meaningful connections with one another, and engage in collaborative learning that extends beyond the individual.

10 Practical Classroom Strategies

My teaching philosophy, built on the principles of Critical Thinking, Creativity, Communication, and Community, directly informs the following practical strategies I implement in my classroom:

Student-Led "Choice Board" Assignments: I offer students varied assignment options (e.g., traditional essays, podcasts, documentaries, AI-enhanced analyses) that allow them to choose their own topics and modalities. This approach fosters student ownership, validates individual scholarly pursuits, and accommodates diverse learning styles.
Community-Based Learning Projects: I integrate projects that connect classroom instruction to real-world issues and community work. This includes engaging with local organizations, conducting research for community partners, or utilizing Photovoice projects where students document social issues through photography. These experiences bridge theory with practice and deepen understanding.
AI-Assisted Critical Analysis: I design assignments where students use AI tools to generate information or arguments, then critically evaluate the AI's output for bias, accuracy, and rhetorical effectiveness. This approach uses new technologies to enhance critical thinking and analytical skills.
Weekly Learning Check-Ins: I dedicate time for students to reflect on their learning progress, articulate confusions, or share insights, either in class or through low-stakes online prompts. This practice strengthens communication, ensures students feel seen, and allows me to adapt lessons based on their needs.
Student-Facilitated Discussions: I assign students to lead segments of class discussions or teach specific concepts. They are responsible for preparing questions and facilitating peer interaction. This promotes student-led learning, enhances communication skills, and builds a collaborative classroom community.
Multimedia Engagement and Course Soundtrack: I regularly incorporate diverse media such as films, documentaries, and podcast episodes for analysis. I also engage students in creating a "course soundtrack," where they contribute and justify songs relevant to course themes, appealing to varied learning styles and fostering creative engagement.
Peer-to-Peer Feedback Circles: I structure frequent activities where students provide constructive feedback on each other's work. These peer review sessions, guided by clear rubrics, foster collaboration, strengthen communication skills, and develop students' critical evaluation abilities.
Modeling Intellectual Humility: I intentionally share my own process of grappling with complex ideas, acknowledge uncertainties in the field, and openly admit when I need to research a student's question further. This models intellectual humility and creates a safe, open space where students feel comfortable asking questions.
Transparent Learning Paths and Progress Monitoring: I establish transparent learning paths for my students by consistently referencing the syllabus and class schedule, communicating both long-term goals and short-term assignment objectives. This clarity helps students understand where we're going, allowing them to effectively monitor their own progress and plan their engagement with the material.
Problem-Based Learning and Application Debates: I design activities that challenge students with problem-based learning, encouraging them to apply course theories and concepts to analyze complex, real-world issues. Through facilitated discussions and debates, students articulate their perspectives and collaboratively explore solutions, fostering a deeper, more practical understanding of the material.