|
The following is an illustration of my approach to teaching in the form of a letter to an imaginary teacher. This gives an indication of my basic teaching philosophy, expectations from my role, and how I wish to facilitate learning in and outside the classroom.
--------------
Dear Teacher,
I have made a listing of what I valued about your teaching. Knowing how uncomfortable you are with eulogies, I have the feeling that you will not take kindly to this letter. So at the outset, let me clarify that this exercise was primarily meant for myself. These are qualities that I would strive for, in my own quest to be an effective teacher.
You challenged us by setting high standards. At the cost of your popularity, you refused to lower your expectations even though many of us complained that these were unachievable.
You respected our freedom, treated us with dignity and created a learning environment where adults talked as equals.
You cared. When we did not have the time to deal with certain issues in class, you took special care to remember them, and on the same day emailed us a list of readings that dealt with the concerns raised. If any of us wanted to meet you, you were available.
You weren't afraid to admit that you did not know the answers to many of our questions. By doing so, you gave us the courage to admit our own ignorance without feeling inadequate.
Your questions in class were meaningful. There were no rhetorical questions in answer to which we had to shout 'yes' in unison. There were no 'clever' questions. You were not interested in the awe with which we would look up to you when you gave the 'right' answer to that one 'tricky' problem. When you raised questions these were genuine ones with which you had been grappling, as you hoped we were.
You evaluated us with fairness and sensitivity. When you chose to administer an objective test, it was with purpose; not because they were easier for us to write (all we had to do was tick) or easier for you to correct.
You not only taught us 'what' and 'how', but specially emphasized 'why' and 'when'. I now know, not only what the seven Ps are, or how to do multidimensional scaling, but when and why these should be attempted at all.
You taught us rules by questioning them. We delved in to the possible principles behind those rules and why and how they could be changed. In the process we were well versed with the rules themselves!
You were flexible. Many components in your course-content evolved during the course in response to our concerns. Your teaching methods were varied and similarly open to change.
Your unlimited energy and enthusiasm for the subject were contagious. Some of us started loving the subject that we thought we could live without. You were humble enough to admit that your opinion was one of the many ways in which a topic could be interpreted.
You encouraged us to disagree with you, without the air that you were doing us a favor. You introduced mechanisms that enabled us to learn a great deal from each other. You taught us that much learning takes place outside the classroom. By actively encouraging us to do so, you willingly removed yourself from the scene and showed us that you were not indispensable.
You responded to our constant cries for practical examples. There were brands, markets, industries, conglomerates and small family firms in the classroom. You brought the world in to the class, but you also showed us how important it was to take the class in to the world.
Of course, you were not perfect. You had your own share of human foibles. You neither denied them nor pandered to them. Both in the class and outside, you were deeply human.
I wish, there would be more of your tribe.
With deep regards,
Jacob.
|
