My philosophy on teaching is a comprehensive one. I
believe that there are many facets to the teaching
process. However, before I begin discussing these
facets and the ideals and ideas to which I prescribe
in relation to them, it is first important to
distinguish "teaching," what a teacher does from
"mentoring," what a mentor, counselor or friend might
do. Notwithstanding that the latter is an important
component of the former, there are boundaries or in
some cases restrictions associated with the former
that must be kept in mind throughout the process.
Keeping this in mind, I approach the teaching process
as a teacher who desires to foster an atmosphere of
non-linearity but is constrained by the institutional
linearity. Based on this notion, I try to develop the
strengths and weaknesses of each individual
understanding that each person brings their own
experience to the classroom that includes their past
learning history. As a result of this plethora of
learning history I as a teacher must recognize the
multitude of learning styles that are evident in one
classroom and develop a curriculum that will consider
this.
While I do consider the individual level of learning,
it is impossible for me to develop a curriculum that
is free from constraint by the institutional processes
and structure or in the case of initial teaching at
the U of A, by the apriori structure and curriculum
set by the professor from which I inherited the
courses. Therefore, I must maintain adherence to
linear educational norms and standardizations that I
must apply across the board to each student.
An example of this "straddling of the fence" of linear
vs. non-linear curriculum planning can be found in my
providing multiple alternatives for students to gain
the third of three grades that were a part of original
instructor's curriculum.