Statement of Teaching Philosophy
As a teacher I define the classroom the same way I define life in general: a never ending, exhilarating, and exciting adventure, where all is possible, and surprises are around every corner. The aim is to inspire learning and a thirst for knowledge that is beyond grades, assignments, and collegiate expectations. It is this instructor’s goal to encourage students to engage each other, to challenge his or her own thought processes, and for the student to become part of the greater community in which the student lives.
It is important for students to explore psychological theory, research, and practice while understanding that each of his or her clients are unique within cultural, social, racial, environmental, and life experiences. Experiences the student may or may not understand. But the student, once taught, will be able to use his or her tools to become observers, participants, and researchers, asking the question about the purpose and meaning, of human thought, behavior, and emotions. Within this process the student becomes a critical thinker and becomes collaborators in the exploration of psychological theory.
Teaching technique includes traditional lecturing, group discussions, written assignments, and critical self-reflection exercises. Content and skills are taught so as to help the student not only understand the material, but to take the material, problem solve in a variety of situations, and use knowledge gained once in the field. A strong emphasis on multicultural issues is taught so that the student becomes an integral part of the community and is able to become a multifaceted counselor. This not only makes the counseling experience beneficial for the client but also allows the student to acknowledge his or her own basic tendencies, the way the student comprehends other cultures, and identify barriers that may arise from the student’s personal belief system. Knowing that underlying assumptions about a cultural group, socioeconomic group, or personal stereotypes or racism will influence the counseling relationship.
Finally, if nothing else is gained, I would hope that my students walk away with a sense of awe about the world in which we all live and the open-mindedness to see possibilities where no one else can. To believe in themselves and his or her client’s potential across a wide range of situations and to know the healing that comes from relationship. To be able to find meaning in what others would deem meaningless. To be able to find hope where others see none and to find acceptance where others judge.