My Teaching Philosophy

My teaching philosophy is grounded in the belief that education is not just about transmitting knowledge, but about nurturing the whole person. In my classroom, I see myself as a facilitator of learning rather than a dispenser of information. I endeavor to establish a classroom atmosphere that is rooted in shared respect, cooperation, and the cultivation of critical thinking. Here I list key features of my teaching philosophy:

E-riched Classroom

In my view, an ideal classroom environment should encompass the three Es: engagement, excitement, and encouragement. Engagement entails fostering a sense of curiosity and inquiry among students, creating an atmosphere where they actively participate in their learning and fostering meaningful dialogues between teachers and students. To make instruction exciting, it is crucial to establish connections between the subject matter and students' lives, employing relatable examples and employing analogies to elucidate complex concepts, especially in subjects like chemistry that delve into the intricate realm of the unseen. Lastly, creating an encouraging classroom environment entails perceiving students' emotions and considering oneself as a catalyst for learning rather than a mere source of information. By recognizing each student's unique needs and tailoring teaching strategies accordingly, educators can empower students to learn and develop a positive attitude towards the content. Ultimately, this leads to students eagerly anticipating each class session.

I apply these strategies to my classes and have seen wonderful results with the students’ perception of the class. One notable instance of successfully implementing encouragement occurred during the previous semester in one of my general chemistry lab sections. There was a particular group that consistently faced challenges during experiments, and I observed their disheartened demeanor after each class. The following week, while assisting them in setting up an experiment, I took the opportunity to engage in conversations with each group member, inquiring about their academic majors and personal interests. One student candidly expressed their belief that they were inept at chemistry and harbored a perception that I don’t like them. In response, I reassured them that they were valued and, in fact, my favorite group. Over the subsequent weeks, I made a point to visit their workstation and inquire about their progress, engaging in lighthearted discussions about the previous week's class and any enjoyable activities they had pursued since our last class. Witnessing their learning trajectory ascend steadily and observing their growing enthusiasm for chemistry proved immensely gratifying. Ultimately, each member of the group achieved an 'A' grade, and I was pleasantly surprised to read a particular comment in their end-of-semester TA evaluation, which genuinely uplifted me. In their feedback, they expressed, verbatim, "Parma is AWESOME. Quite literally the ONLY reason that I found any joy in this lab at all." This heartfelt feedback epitomizes my most significant accomplishment thus far in terms of my teaching approach, and it fills me with pride.

Active Learning for Life

I believe that students learn best when they are actively involved in the learning process. I strive to create a student-centered classroom where students are encouraged to ask questions, explore their interests, and engage in critical thinking. I aim to facilitate their learning by providing guidance, resources, and opportunities for hands-on experiences.       I aim to incorporate a variety of active learning strategies such as group discussions, problem-solving activities, project-based assignments, and experiential learning opportunities. I see education as a lifelong journey, and I aim to instill in my students a love for learning and a curiosity that extends beyond the classroom. I emphasize the importance of critical thinking, problem-solving, and adaptability, equipping students with the skills they need to thrive in an ever-changing world. I also encourage them to take ownership of their learning and become independent, lifelong learners.

Respect, Inclusion and Individualized Instructions

As an educator, I believe in the importance of continuous reflection and growth. I strive to stay abreast of new research and pedagogical approaches, seeking opportunities to enhance my teaching practice. I value feedback from students, colleagues, and professional development activities, using them as opportunities to refine my teaching methods and improve student outcomes. One of my students expressed in anonymous feedback that they appreciated my ability to remember their names, which created a sense of connection and approachability. This feedback inspired me to make a concerted effort to learn the names of all my students and discover more about their individual hobbies and interests. The result was a significant increase in both the enjoyment and anticipation among the students, with many expressing their excitement about attending my class.

In summary, my teaching philosophy centers around creating a student-centered, inclusive, and engaging learning environment. I aim to nurture students' curiosity, critical thinking, and collaboration skills while recognizing their individuality. By fostering a love for learning, promoting active engagement, and encouraging social responsibility, I aspire to empower my students to become lifelong learners and compassionate contributors to society.