Hello to all,
I recently rewrote my teaching philosophy and wanted to share this with you – this year I have decided to formalize the concept of kindness as I work through this challenging time with my students. It has been beyond helpful to rethink how I show up for my students in a time when so much has changed. I hope you can take something from it – and remember to also be kind to yourself as we work our way through this dark month – there is light ahead.
My teaching philosophy is grounded in a transformative approach. I do not want to ‘fill up’ my students with research and information, but rather, I wish to invite them on a co-created academic journey that allows them to explore learning in a way that is meaningful to them. I believe this is accomplished by encouraging voice, asking exploratory questions and acting as a guide and facilitator of learning as opposed to the all-knowing teacher. This concept of transformation applies not only to my students, but to myself as well; I welcome the idea of being transformed by my student’s thoughts and I encourage intellectual challenge and diverse perspectives in my classroom.
As I update my teaching philosophy we find ourselves in a global pandemic that has had a plethora of effects on education and student wellbeing. This current global situation has caused me to pause and reflect on how I show up and interact with my students on a daily basis, both virtually and in person. With these global changes, should come changes in teaching philosophies as well. This year, I have refocused my teaching philosophy to that of a pedagogy of kindness. Through this formalization of kindness, I have reset my intentions with students to encompass, at the core, relationship building and the co-creation of knowledge, trust and understanding.
I have been sitting with this idea of kindness and have come to the conclusion that no other tenants of my teaching philosophy can be quite as effective without this first piece in place. Developing trust, understanding and empathy are at the root of any transformative learning experience. One cannot truly dive into life-changing discovery without first having trust in their teacher. I believe that exploring kindness in the classroom is also intimately connected to critical pedagogies and the acceptance of difference. The many facets of one’s identity will shape their experience and performance in a course and I am cognizant of and celebrate this difference as a teacher.
A pedagogy of kindness manifests quite literally in all of my teaching practices and I always come back to it. I believe I can accomplish this through giving voice and really hearing students; how they learn, what they know and where they want to go with their learning. When learning is personalized, transformation and engagement are actualized. I often begin my courses with questions; questions that will guide how we learn through the course together and discover and apply fascinating concepts to our everyday lives.
I ask for frequent feedback and believe that assessment should involve a continuous process of learning and (un)learning certain biases and theoretical concepts together. I encourage my students to ask for feedback before the submission of an assignment so they can refine and submit their most critically reflective work. If a student is willing to work through drafts of an assignment, deep learning and engagement occurs and with deep learning comes academic success. When a student is not able to submit work on time, or is struggling through a personal issue or learning difficulty, I believe and support them and I come back to a pedagogy of kindness. I will work with them in whatever way they need to find success, especially this year.
I want to understand how my students learn because I care; I want my visual and kinesthetic learners and those with learning differences to feel there is instruction that meets their unique needs. I strive to create this differentiation in my lessons and lectures through a variety of teaching strategies. I choose to offer traditional lectures, small group break outs, one-on-one learning and hands-on, authentic experiences for my students. I also believe in the importance of providing students with the opportunity to co-construct lessons and lead their peers in learning communities.
My research expertise and practice are centered intimately around student health and wellbeing. As a physical educator and sociologist, I draw on critical pedagogies; feminist, intersectional and post-colonial theory to unpack embodied perspectives of wellbeing. My top priority is teaching from a place that honours difference and prioritizes my student’s wellbeing through these theoretical lenses. In a recent post I discussed the importance of self-actualization and how this concept is intertwined with student wellbeing. When students are inspired to create social change, solve big problems and embrace difference, they access citizenship and wellbeing simultaneously; purpose and being of service to others is also part of one’s own path to personal wellbeing. My teaching is centered around individualization in this regard; I want to connect with each of my students and understand the social causes that create meaning in their lives. When I discover this, I can then work with my students to explore the learning that will inform their next steps in the community and their lives. In this way, a single course may unfold in a myriad of ways for a diverse group of students. I believe it is in this place of individualized deep learning and self-actualization that magic can happen in a person’s academic journey.
Finally, I believe in the pure joy of learning. We can often go to a negative place when forced onto zoom classes in our current reality. At no other time has it been more important to find the simple joy in coming together as a community to explore complex concepts in inspiring ways and to learn more about ourselves as human beings; this very concept is why I am a lifelong learner myself. I believe in the hope and positivity that comes with continuously learning and discovering. I like to laugh with my students in the classroom, I like to explore the outdoors in walking meetings and to discuss inspiring topics with inspiring people. I believe these simple concepts shape part of my deeper teaching philosophy.