Teaching Philosohy

Germain Pichop - Teaching Philosophy

What is the point of this course, my students have sometimes asked? Am I going to use these concepts in life, ever? I seek to answer these legitimate questions for the students who take my class. For me, teaching is a lot more than just delivering the content to the students. First, I master the theoretical constructs that govern the relationships between variables and constructs' and their real-life applications. I then break the constructs down into small bits that students can digest. Last, I provide them with an opportunity to apply the constructs. I have found that practice and repetition help with the mastery of concepts and theories. My model centers around the following concept: Listen/Read – Practice – Reflect/Apply – Test your understanding – Repeat. However, practice and repetition only work for passing courses. Students must reflect on what they have learned if they want to master the concepts. I try to look beyond the grades and encourage students to think about possible uses of these concepts to make the world better.

My role as a teacher is to be a facilitator, opening the door and letting the students discover and explore. I focus on enabling students to become responsible for their learning. Beyond passing rates, I feel that I have accomplished my job when, at the end of the semester, students acknowledge having gained knowledge they did not possess before taking the course and believe this knowledge will serve them well in the future. I have always grounded my teaching in real-life examples, using current events and my experience working with international development organizations to enhance my lectures. I have found this method to make abstract constructs accessible to students.

I believe that education is a lifelong journey, and I continue to educate myself to be at the forefront of new developments.

I will establish two-way communication with students to pick up non-verbal cues that may help identify at-risk students. I assist distressed students immediately. I provide timely feedback, encouragement, and support.

I prepare all the lectures and assignments in advance and make them available before the semester begins. I use visual aids, videos, and whiteboard demonstrations to supplement lessons. I post notes and videos online to review and allocate more classroom time to discussions and group work. I do not believe in one or two high-stakes exams as the ultimate learning assessment. Instead, I believe in the philosophy that a series of small tests and quizzes build up the student's confidence as the course progresses. So, I create different types of assessments throughout the term to cater to different learning and evaluation styles.

In the end, I find teaching to be particularly rewarding. It is a two-way street where I learn as much from students as students do from me. In addition, the profession's nature helps me fulfill one of my goals in life: to be a lifelong learner and prepare the future generation for leadership in our society.