Statement of Teaching Philosophy – Jody R Thompson (first draft)

My first experience with teaching was coaching gymnastics.  This type of teaching involves both verbal instruction as well as demonstration of techniques.  I taught very young children, and felt very rewarded when these children learned new "tricks." At a new session, I had two new students, who were both deaf.  Suddenly, I had to develop a new way to teach them.  These children had sign language skills, but I did not. So, I taught only by demonstration and visual cues.  These young children turned out to be two of my very best gymnasts. This was an incredibly enlightening and rewarding experience.

When I got to college, I was no longer able to coach.  This is when I really began to learn. High school was very easy, and I did not have to develop learning skills.  College was a different story.  My techniques included attending every lecture and taking notes vigorously without learning within the classroom.  I took my notes and my text books home, and that’s where I learned.  I learned by reading and taking notes from the textbook, rewriting the lecture notes, drawing pictures and diagrams, and preparing note cards. I never took advantage of tutoring or study groups, because I didn’t know they existed. My techniques were very successful for me.  I thought all students learned this way. When students were not doing well, I assumed this was because they were lazy and did not study.

My eyes were opened when I began teaching medical laboratory science students. I was recruited to teach, and thought it might be fun. I learned that not everyone learns the way I do, and I had a lot to learn about teaching.

Goals for Student learning:

I believe that to truly learn science, students must understand fully, the principle concepts of science; observing, thinking, creating a hypothesis, experimenting, interpreting data and, finally, validating. These are skills that are not only required in the sciences, but also throughout life in the real world, whether or not the student chooses a career in science.

Methods to reach my goals:

I believe my goals can only partially be accomplished through traditional lecture-based teaching methods.  Initially, expectations should be stated clearly. Students must first learn the facts. Here, the didactic format can be utilized. Lectures must be structured and well-organized. Once they learn the facts, they must be able to apply those facts to observing, creating hypotheses, experimenting, interpretation and coming to a conclusion. As a science teacher, I must understand my students’ names, backgrounds, interests, learning methods, and study methods. I will use a variety of teaching strategies because students learn differently. These might include visual aids, diagrams, drawings, small group work, interactive discussions, experiments, and presentations. I think that using examples to help illustrate concepts is very helpful.

One example that I have used is the discovery of penicillin. Returning from a vacation in 1928, Alexander Fleming, Professor of Bacteriology at St. Mary's Hospital in London, began to sort through petri dishes containing colonies of Staphylococcus aureus, the bacteria that causes boils, abscesses, and impetigo. He observed that one of the dishes was dotted with bacterial colonies, except for one area where there was a blob of mold growing.  The mold was later identified as a Penicillium species. He hypothesized that the mold was a secreting a substance that inhibited the bacterial growth. He experimented with the “mold juice” and concluded that it was capable of killing several harmful bacterial species. He published his findings in the British Journal of Experimental Pathology in June 1929, with a comment about penicillin’s potential therapeutic benefits. You know the rest of the story.

The complexity of assignments should increase gradually throughout the course. I want to assign projects that could be worked on in small groups. Discussions will be held to allow students to express their own ideas, and allow them to see other’s perspectives.

I must be available for extra help. This means scheduling “open hours” where students can come in for help. This is another way to assess whether I am teaching effectively. Study groups will be encouraged. Tutorial services and other resources will be offered.

Assessment of student learning:

Not all students perform well on all types of testing methods. I would like to use different styles of testing throughout the course. Students must be made aware of the planned testing format. There should be no surprises. Initially, I will create tests composed of multiple choice, short answer, and short essays. There will be assignments that resemble testing formats. As we progress through the course, the tests will require the student to apply knowledge in solving problems. 

Creating a learning environment:

I would like to provide a supportive, non-threatening, fun and open atmosphere in my classroom. There should be structure, but also, an environment that promotes discussion and conversation. There will be no sleeping in my class. I am not interested in standing up front lecturing, but rather moving around, or being in a central location. I want learning to be fun. There can be humor in the classroom without chaos.

I want to be able to inspire my students to enjoy learning.