“Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress.” – Paulo Freire, Pedagogy of the Oppressed
When students leave my classroom at the conclusion of a course, I hope together we have accomplished three goals. First, students should be able to apply course concepts to authentic, everyday situations. While I deeply believe in learning for learning’s sake, I understand the market pressures on students to secure employment after graduation. If students cannot apply material in useful ways to their lives, then my teaching is incomplete. Second, students should improve their critical and creative thinking skills. In a quickly evolving digital world, students need to think through problems, consider multiple angles, and take various perspectives to be successful. Third, students should develop and strengthen their communication skills, both written and spoken. To be successful contributors in professional and personal pursuits, communicating in a manner that is meaningful to their audience is essential. These goals transcend course content and are central to my teaching practice.
It is crucial to incorporate teaching methods that nurture development as critical thinkers and communicators. I employ critical pedagogy, recognizing all students bring expertise to the classroom and contribute to knowledge-building. My preferred methods are whole and small group discussions and self-directed learning projects. Small group gallery walks allow even shy students to engage in discussion without the pressure of an entire class listening as they share their insights. Whole group Socratic seminars, in which students write their own questions and take on various roles, prompt students to think critically and communicate their responses clearly. Self-directed learning projects support skill acquisition and practice, and they simultaneously allow students freedom to draw on personal interests and funds of knowledge while meeting academic requirements.
Having an accessible, inclusive, and open learning environment is essential. Students need space for creation: creating new ideas, developing perspectives, forging connections, building relationships, crafting questions, designing projects. A fundamental component of academic growth is the ability to ask questions and question material through disagreements and discussion. I share with students that often we need to vocalize our thoughts to understand what we think, so we must proceed with a spirit of generosity and understanding during courageous conversations, while at the same time not tolerating intolerance. This leads to students feeling respected and being open to the vulnerability that is necessary for learning and growth.
I strive to recognize areas in which my practice as an educator can be improved. Using surveys before and during the term, I work to understand the students’ needs, adjust, and fill in any gaps. Reflecting on lesson plans after using them helps me to improve for future lessons. Additionally, in all stages of my teaching career, I have attended professional development to learn best practices, try new methods, and implement in the classroom. By learning from others, I can better my practice and improve my students’ educations.