Teaching Philosophy
1. Teaching Style
A. Heuristic teaching: of or constituting an educational method in which learning takes place through discoveries that result from investigations made by the student (more about heuristic teaching).
This means that students learn best from their own experience and effort, rather than directly from instructors. The more they think and act, the more they learn. This is also consistent with what Confucius had said, "不愤不启, 不悱不发, 举一隅, 不以三隅反, 则不复也", which basically means that an instructor should not directly tell students answers until they have thought and worked hard.
Some practical examples:
- I try not to simply give answers; instead, I offer hints or guidance that could lead students to answers if I think they are able to get it. The process seems to take more time, with possible wrong direction and vain effort; and it requires patience from both students and instructors. But I often see students more satisfied once they get through and become more confident. However, be careful if students are trying to guess the answer instead of discovering it though active thinking.
- I encourage students to do some research about their questions before asking. I will often ask them: "how much do you know about this?"; "what have you done to know it?"; "why don't you do some research and report it back?". Eventually they should develop their own ways of investigating and solving problems. A better student often extends the learning into a bigger context, defining and answering his/her own questions.
B. Out-of-class students engagement
Teaching is not limited in classes. Classroom teaching/learning is only a part of a complete education program. Out-of-class student engagement is another important aspect. Student organizations, specially arranged projects, blogging, student advising, managed internships, student research and external competitions: all of these are effective ways to learn and gain experience. It also helps to build up the trust between students and instructors.
C. Achieving various kinds of balance in teaching/learning
- Teaching vs. learning. Teaching and learning are interactive. Neither instructor nor student should dominate each other. A preferred teaching (and learning) environment is built on a balanced information exchange between the two parties.
- Studying vs. thinking. Studying without thinking leads to confusion; thinking without studying leads to exhaustion.
- Theory vs. practice. Theory and concepts are as important as practices, and vice versa. Thus, exams and projects are of equal importance.
- Memorization vs. understanding. Understanding is the basis of memorization. Memorization can also facilitates understanding and communication. Thus, closed book exams are needed.
- Self study vs. group study. Both are important. Self study gives you time and pace to digest knowledge; group study gives you opportunity to communicate and actively exchange information and learning experience with others.
2. Instructor's Roles
As an instructor, I am a/an:
- Organizer: I organize and manage learning plan by focusing on fundamental and important knowledge in a limited learning period.
- Guide: I guide and assist students in a reasonable way of thinking and doing within the teaching domain.
- Information source: I provide sources that potentially extend and expand students' understanding of the subjects.
3. Expectations for students
Besides all other expectations, this one is important: attitude.
Learning is fun, but it is not always fun. Students should anticipate the difficulties and frustrations during the learning process. There is no other way to get around. You need to get the work done despite all kinds of problems. The last thing you want to do is looking for excuses and blaming others. Once you get through it, you will enjoy the experience and feel more confident.