Renee Franklin

Florida State University
School of Information Studies
101 Louis Shores Building
Tallahassee, FL 32306-2100
850-644-5775

ref4499@garnet.acns.fsu.edu

I actually began collecting ideas about my philosophy of teaching (albeit unwittingly) while I was a student in the public schools of South Florida. I kept spiral notebooks filled with observations about my teachers. I jotted down the things I liked and the ones I despised about each of them. Where those notebooks have disappeared to is beyond me but I can still remember some of the traits of particular teachers that made an impact on me. My eighth grade English teacher was very tough, but very fair; a Literature teacher in high school was extremely cynical toward and untrusting of students; a history teacher somewhere along the way refused to admit having made an error, even in the face of concrete proof to the contrary. I know that I draw heavily upon many of my experiences as a student to help me articulate my teaching philosophy.

I have constructed my philosophy as a set of statements about what I believe about myself as an instructor (including my values and purpose for teaching) and how those beliefs are reflected during the act of my teaching. I have had to continuously caution myself not to project these belief statements onto any other instructor, as they are purely personal and reflective only of the standards I have set for myself:

I believe that all students can learn.

While I believe it is important to distinguish between a student’s ability and his/her effort, I fully believe that all students can gain knowledge. Further, I believe that every student has the right to learn in whatever style is inherent for him.

I believe that even though a lecture has been delivered, learning has not necessarily occurred.

It is important for me to distinguish between delivering material and teaching that material. If students have not gleaned any knowledge from my presentation, then I have not taught, I have talked.

I believe that I can and will learn from my students.

It is my intent to impart some bit of knowledge each time I engage in dialogue with students. It is also my intent to learn from the experiences of the individuals who I am fortunate enough to call my students.

I believe it is important to be approachable and available to my students.

Higher education instruction is a profession that includes myriad duties and responsibilities. Though I understand that I will have many proverbial “hats” to wear, I believe that my first responsibility is to the students in my classes. Because I believe this so strongly, I find it necessary to present myself as pleasant and willing to lend scholarly advice. It is important for me to be accessible during scheduled office hours as well as outside of posted conference times. I hope to be able to implement a literal open door policy wherein, if my office door is open, students may feel free to enter and discuss educational concerns.

I believe that in order to be an effective instructor, I can never forget how I feltwhen I was a student.

I believe it is important for me to be able to recall my own positive and negative experiences as a matriculating student. I believe that doing so will allow me to remain grounded in the reality that though I may have a certain level of experience and a terminal degree, I am not better than any of my pupils.

I believe that in order to be an effective instructor, I must never forget that I am the teacher.

In attempting to understand the plight of my students, I must be cautious not to over empathize with them. It is important to maintain a consistent level of professionalism in all instructor-student interactions. I believe that blurring the lines of that relationship-- even slightly—can lead to role confusion on the parts of both the teacher and the student and jeopardize the fragile relationship. It is possible and important to be friendly without becoming chummy.

I believe that I must be willing to own a problem before attempting to correct it.

Too often individuals seem to want to blame others for errors or negative interactions before looking inwardly for the possible source of the problem. I believe that it is my responsibility to examine my role in misunderstandings in my dealings with students instead of readily believing that it is they who are at fault. I believe that one of the most effective ways to build rapport with students (and others with whom one comes into contact) is to be willing and able to admit to a wrong and apologize if necessary.

Above all, I believe that I must always maintain a firm understanding of who I am, what I believe and why I believe it.

I fully expect that my goals and objectives as an instructor will continuously evolve as I gain experience and broaden my perspective of academe. However, in my evolution as an instructor and an individual, it is imperative that I remain perpetually aware of and committed to my personal and professional truths. Too many educators have adopted an “I’ve got mine, now you get yours” outlook of students. I believe that once I “get mine” it is my duty and greatest delight to help someone else “get his or hers”.