Teaching Philosophy--an Evolving Statement
The best way to describe my teaching philosophy is that I reach out to students to make them feel comfortable and talk to them whenever I have an opportunity. I acknowledge students and encourage them to achieve their maximum potential.
I try to guide them and work with them in the classroom. From the first day of class I utilize speech activities that are interactive, that require everyone to learn each other’s names, and that starts a bonding process. Student questionnaires are completed that describe their background, career objectives, future goals, as well as their expectations about the course and the instructor.
Students are invited to participate in a non-judgmental "workshop" where they can explore any fears about public speaking. Students receive constructive criticism about the content and delivery of their presentations both from the instructor (one-on-one verbal and written) and from their peers.
The goal is to create a relaxed and friendly atmosphere where students feel free to ask questions, make comments, and receive feedback about their presentations. For students seeking a challenge, or striving to reach their potential as a public speaker, or as a better communicator, this class enables them to achieve their needs.
In the classroom, students have many speaking opportunities to improve or polish their speaking and listening skills. Those opportunities include speech support groups, student introductions, narrative presentations, demonstration speeches, informative speeches, and persuasive speeches. Students research, rehearse, and present material with the goal of enhancing their speech communication skills and abilities.
Students prepare four self-critiques and offer other students constructive criticism following student presenations. Classroom speaking experiences create a practical setting that will prepare them for future business settings and every day life.
Learning about being an effective communicator is a life-long process. The class atmosphere recognizes the importance of respect and dignity of each student. The learning process includes students’ presentations, feedback sessions, and oral and written critiques from students and the instructor.
The following statement appears and the end of the course syllabus:
“This course depends on your active participation and it will be as exciting, interesting, stimulating, and as fun, as the energy and enthusiasm that you bring to the class. The more you give, the more you will learn about your own strengths and limitations. You will learn from and about your classmates and that you can be a part of their learning experience as well. Wishing you all the best in the days ahead!”