STATEMENT OF TEACHING PHILOSOPHY
Michael L. Clemons, Ph.D.
My teaching philosophy pivots on the view that students are the centerpiece of the teaching task. This perspective suggests that the art of teaching is dictated largely by the needs of students within the context of the university's mission. I have found teaching to be very motivating and highly rewarding. During my career, I have devoted special attention to teaching undergraduate students. I believe the purpose of education is to help students expand their knowledge and develop strong critical thinking and analytic skills for better decision making. In attempting to reach students, I assume that each has a learning style that is unique and most effective in the learning endeavor. As a teacher, I challenge students to produce their best work as individual learners in the process of their mastery of political science, Africana studies, and liberal arts concepts, and the application of the practical relevance of these fields. Additionally, I seek to stimulate "active learning" among students. I endeavor to cultivate in students the desire to not only meet the course objectives, but also the inquisitiveness to expand their knowledge and gain true understanding of the course material. To achieve active learning, the instructor needs to use appropriate teaching methods. Angelo and Cross (1993) stated, "Teaching without learning is just talking." My teaching philosophy focuses on: 1) using appropriate course material for the level of preparedness of students, 2) presenting the material through different vehicles to achieve effective learning, 3) making the material practically relevant, 4) encouraging discussion and continuous interaction, and 5) providing frequent feedback to the students.
I encourage students to study for their chosen courses and enjoy them at the same time. I supplement textbook readings with articles from newspapers, magazines, and documentaries to show students the relevance of the course material. The readings facilitate class discussions and active thinking. I encourage questions, student participation, and an engaging classroom environment. Overall, I pride myself on being an approachable instructor. I believe the teacher's availability outside of the classroom is essential for students who desire guidance about the course and/or their career. Some of my most effective teaching experiences have come from small group consultations and individual appointments with students. Exams are designed to evaluate the process of active learning rather than pure memorization, and to take into account the degree to which students have internalized key concepts, as reflected by their performance in class. Course assignments in general emphasize the development of effective writing and critical and analytic thinking skills. Student answers and contributions during class time allow me the opportunity to obtain feedback on the effectiveness of my teaching. Further, it is vital to set clear requirements and expectations about a course at the beginning. To help accomplish this, along with maintaining regular office hours, I use online courseware such as Blackboard and either group or individual emails as the main tools of communication with students outside of the classroom. Thus, students can easily access all lecture notes, readings, homework assignments, and practice problems for exams.
Finally, I recognize my development as an instructor as an ongoing process. I believe that teaching requires commitment, perseverance, passion, open-mindedness, and a willingness to accept change. An effective teacher is responsible for creating an intellectually stimulating classroom environment in which diverse students feel comfortable asking questions. I consider myself a successful teacher if students have acquired new skills, expanded their knowledge, and learned something relevant and applicable to the real world beyond academia.
References
Angelo, T.A. and Cross, K.P., 1993, A Handbook of Classroom Assessment Techniques for College Teachers, San Francisco: Jossey-Bass.
