My teaching philosophy espouses the philosophical underpinnings of educator Malcolm Knowles and the theories of andragogy practice. My approach to teaching and learning embraces the epistemology of disruption; I believe that students learn best from the perfect blend of lecturing and facilitation framed in experiential learning, creativity, critical thinking, and self-reflection. Furthermore, students learn best when they can contribute to their knowledge by sharing their life experience. My philosophy encompasses three distinct domains to teach adult learners: what they need to learn, why it is important to learn it, and how they can apply what they have learned. I believe the role of a teacher is to act as facilitator, coach, subject-matter expert, and mentor to students. By doing so, I can prove my commitment to them by demonstrating that their contributions to the class matter, and by providing thoughtful formative and summative feedback as they navigate the course content.
A teaching philosophy must do more than be conceptualized; it must translate into measurable actions. My teaching schema conceptualizes how I view teaching and learning and helps me to remain steadfast in my approach to developing lifelong learners. I believe that setting achievable goals is an essential ingredient in student success. My experience as a student and teacher have taught me that setting goals and attaining them are the core of motivating adults to become agents of their own learning. I want my students to not only to master the course material (that is easy to do) but to be able to thoughtfully question the curricula to gain a deeper understanding of concepts. I want them to be divergent thinkers and to learn to extend or push the boundaries of contemporary acceptance for what has already been accomplished in their discipline of study. In essence, I want them to be contributors to their own canon of knowledge, and I want them to explore cross-disciplinary approaches to learning with an ethic of care.
Adult learners must be held accountable and to a rigorous and consistent learning standard. I believe that communicating course expectations verbally, in writing, and by demonstration enforces the message of accountability and course integrity. I want my students to be inspired, motivated, and driven to succeed. I incorporate multifaceted classroom management practices and the use of technology where appropriate to address students’ diversity and learning styles. I am committed to meeting students in the classroom, during office hours, and virtually to support honing their skills and knowledge in a manner that is respectful and encourages growth. One approach that has been effective for me in the classroom and online teaching is the use of Socratic questioning to facilitate dialogue. I teach this way because it helps to flush out what and how students are thinking and feeling about the course content. Also, eliciting discussion allows me to determine the need to adjust course delivery. I must hold myself accountable in the student–teacher relationship. Equally crucial for goal setting are formal and informal evaluation and student learning assessments.
I am a firm believer in using rubrics to measure student performance on tests, written assignments, and class participation that are closely tied to course and assignment objectives. Rubrics enforce student-teacher ground rules, transparency, and trust in the academic relationship. However, I do recognize that non-rubric aspects inform student engagement, including their attitude, conduct, and demeanor.
Rayford Barner 