I have established and employed my philosophy of teaching through leading discussion-based classes associated with a Freshman Seminar course at Mercer University, organizing and leading weekly tutoring sessions, and serving as the educational liaison for the past 12 years that involved daily instruction, tutoring, assessment of skills and learning styles, and academic recommendations, and as a mentor to undergraduate students. Coming from a student-centered teaching perspective, my most important objective as a teacher is to challenge and inspire my students to think about and engage their world. My job is more than to just teach the traditional materials found in a textbook. My goal is to provide my students with the opportunity to develop …show more content…
I want my classroom to be comfortable, not only to motivate my students to participate actively in our discussions and to further their desire to learn, but also to nurture an open and engaged mind toward the study of religion. I value the importance of education, but I also value the importance of each individual student and have an open-door office policy as well as arriving early to class and staying late after class to give my students more opportunities to ask questions and share their opinions. Additionally, addressing students’ different learning styles is key for developing an inclusive classroom environment. I use multiple different methods to present any given topic, including lecture format, images and graphs, demos, discussions and group work, off-site activities, and hands-on …show more content…
Group activities provide real-time feedback, allowing for a dynamic and constantly improving classroom environment. While students work in groups, I walk around the room and check in with each student. These real-time assessments allow me to gauge the pace and efficacy of my lessons, help specific individuals, and adjust the lesson where needed, all of which improves my lessons and keeps students engaged. This constant informal assessment also reveals misconceptions that students may bring into a class, which, in turn, facilitates discussions and