My goals as a teacher are simple. I want my
students to come away from my classes more equipped for the
future than they were when I first met them. This means that I
do want them to have a better understanding of the material I
present, but even more than that, I want them to have an
improved sense of confidence with technology, an increased
awareness as a consumer, an amplified ability as a critical
thinker, and above all, an enhanced sense of ethical
responsibility with information and in life.
I see each day in the classroom as a fresh start. There are few
experiences that prove to be negative in the long term if
handled correctly. I strive to show students that even when they
try something and it does not work, they have still learned some
lesson. In addition, I express to my students that there is more
than one method to accomplish most purposes. In doing so, I
encourage students to let go of the fear of doing something
wrong so they are free to learn without obstacles.
I reach for these goals by using a variety of techniques. If it
means playing a game to show a concept, so be it. If it means
repeating something several times in many different ways, so be
it. And if it means spending time with students even though my
office hours are over and it is time to go home, then so be it.
I am fond of analogies and use them quite often to clarify
concepts that are otherwise very vague. In my field, the field
of computer science and information systems, there are many
technical terms and definitions. To the average student who does
not aspire to enter this field, it can be overwhelming. As a
result, analogies are often very useful tools.
I like to involve the students in the decision-making process of
learning. I enjoy input from students about what works and what
does not, about what makes sense and what is too confusing. In
addition, I like to show them that every day is not just a fresh
start but also a challenge of its own, and this proves to be
excellent practice for the “real world” experiences that wait
outside the boundaries of the academic world. For example, no
network is 100% immune to the occasional technical problem.
Inevitably there will be days when the network on campus is
down, there will be days when the Internet is unavailable due to
unforeseen problems, and there will be days when we simply do
not make it through the entire set of material scheduled for
that class. This is life. It prepares students always to plan on
the unplanned happening and to be calm in spite of the
inconvenience.
Part of any job is the willingness to continue a process of
lifelong learning as an individual. However, it is even more
important for me in my field. Technology changes so rapidly in
our information economy that even a month’s time can mean a lot
of difference. I have to be committed to watch out for the
newest innovations and then make my students aware of their
existence. I am in the business of educating valuable consumers.
My students are not just numbers. Each of them is a unique
individual and I refuse to see them any other way. They are each
important to me as people….not simply as insubordinates over
whom I have command. I do demand respect, and I do exercise
authority over my class to keep the pace of learning a smooth
one. However, I do not intend to make anyone feel uncomfortable
or out of place. When reprimand is necessary, I try to carry it
out in a good-hearted spirit if the student is in the company of
peers, or in confidence if it is a more serious matter. I have
no intentions of embarrassing or belittling anyone at any time.
In the same manner that I demand respect, I offer it back to the
faces that I see looking to me for information. I value human
life. I value learning. And above all, I value the faith that my
students have in me. As a result, I have no choice but to prove
myself worthy of the respect I demand. |
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