Philosophy of Teaching 2020
Introduction
In my personal life, organizational, and academic careers, I was fortunate to have several exceptional mentors and coaches. They shared valuable characteristics of listening, empathy, and responsibility. I learned early and often the importance of listening to be heard and respecting the ideas of others. It became second nature to encourage ideas and participation from all stakeholders. To listen to their words, reflect on their meaning, and recognize their efforts. I know now these are the tenets of servant leadership.
Servant Leadership
To lead by serving others is not a theory to me. It is a practice of many years of observed behaviors. The affective learning realm of listening, empathy, and trust are foundational in course development and delivery. (Kaplan, Krathwohl, et al.) Each department I have managed, or course I have taught centers on servicing the involved stakeholders. I attempt to promote and encourage participation from all involved. My classes, whether online or in-seat, are designed to maximize "human touches" within discussions, assignments, teaming, or Zoom sessions.
Please see The seven pillars of Servant Leadership, my teaching methods, and examples:
I often lecture on a leader's purpose to serve and build-up other leaders. To never be the smartest kid in the room, and always practice humility in team settings.
Essential in transformational and servant leadership is modeling the behavior you seek. To always practice listening with respect, the collaboration of ideas, and recognition of effort.
This pillar is an ideal fit with Siena Heights' motto of purposeful, ethical, and competent.
Puts People First
I have a background in training, coaching, and mentoring. I truly enjoy creating an atmosphere of success and succession. Shared leadership, of course-topics, is a primary example. Students take the lead in team assignments, while I act as support and champion.
Within organizations, I used this technique often in problem-solving and innovation meetings. It serves me well in virtual sessions with students, where they are encouraged to listen carefully with an open mind to each presenter, think about what was said, and respond if they can add value or information.
I try to deliver and develop empathy by providing feedback in video and written form. I encourage all to collaborate in discussion forums and during team assignments.
In most courses, we define diversity early on, as more than race or national origin. We use a variety of ideas and practices as our benchmark. Some of the most diverse class discussions come from very similar people. We welcome all points of view and recognize the value in various opinions and positive critique.
I believe in the concept of "Equifinality," which observes that in any open system a diversity of pathways may lead to the same outcome.
We resolve team conflicts by communicating in a timely and relevant manner. Team grades are composed of participation, content, and creativity.
Performance expectations are available in the syllabus and the introduction videos.
We share power through discussion comments, where I recognize new ideas and encourage students to follow-up on their views and positions with each other.
Sipe, J. W., & Frick, D. M. (2009). Seven pillars of servant leadership: Practicing the wisdom of leading by serving. Pgs. 5-6.
Conclusion
My teaching philosophy is quite simple. Share information, listen, encourage the exchange of ideas, listen, inspire participation, listen, and model service. I could talk about using affective learning as a foundation for the development of practical skills and community building; but, my overall goal is to demonstrate the value of empathy, diverse ideas, and trust.
Trust is a magical little five-letter word. It is foundational in leadership effectiveness. Many leadership studies show people follow who they trust, which usually comes about from listening and empathetic conversations. (Gordon, Gilley, 2012, Joseph, Winston, 2005) My teaching method builds heavily on this construct. Many phone calls, Zoom sessions, and e-mails engage the student in conversation, usually having little to do with the assignment, and more to do with establishing expectations and easing their fears. I encourage students to work their way through questions and issues, rather than offering solutions. I feel real learning comes from discovery, rather than reproduction. Merely telling students what I want will result in very similar submissions. Defining expectations of creativity, content, and presentation have a much more fluid path, resulting in original work based on their thoughts and ideas.
Words have weight. Too many words from too few people weigh down and hamper collaboration. They make it difficult for all ideas to be heard by advocating for a select few. This omission of creativity, critique, and discussion often contain original ideas, problem solutions, and value. As a teacher, it is my job and pleasure to make sure all stakeholders have a voice in the discussion and give weight to their ideas.
I leave you with what my students call "Dr. Luke-isms": (they are free and not part of tuition)
Gordon, Gus; Gilley, Jerry W. Performance Improvement. Aug2012, Vol. 51 Issue 7, p28-35.
Joseph, E.E. and Winston, B.E. (2005), "A correlation of servant leadership, leader trust, and organizational trust", Leadership & Organization Development Journal, Vol. 26 No. 1, pp. 6-22.
Introduction
In my personal life, organizational, and academic careers, I was fortunate to have several exceptional mentors and coaches. They shared valuable characteristics of listening, empathy, and responsibility. I learned early and often the importance of listening to be heard and respecting the ideas of others. It became second nature to encourage ideas and participation from all stakeholders. To listen to their words, reflect on their meaning, and recognize their efforts. I know now these are the tenets of servant leadership.
Servant Leadership
To lead by serving others is not a theory to me. It is a practice of many years of observed behaviors. The affective learning realm of listening, empathy, and trust are foundational in course development and delivery. (Kaplan, Krathwohl, et al.) Each department I have managed, or course I have taught centers on servicing the involved stakeholders. I attempt to promote and encourage participation from all involved. My classes, whether online or in-seat, are designed to maximize "human touches" within discussions, assignments, teaming, or Zoom sessions.
Please see The seven pillars of Servant Leadership, my teaching methods, and examples:
- Person of Character
I often lecture on a leader's purpose to serve and build-up other leaders. To never be the smartest kid in the room, and always practice humility in team settings.
Essential in transformational and servant leadership is modeling the behavior you seek. To always practice listening with respect, the collaboration of ideas, and recognition of effort.
This pillar is an ideal fit with Siena Heights' motto of purposeful, ethical, and competent.
Puts People First
I have a background in training, coaching, and mentoring. I truly enjoy creating an atmosphere of success and succession. Shared leadership, of course-topics, is a primary example. Students take the lead in team assignments, while I act as support and champion.
- Skilled Communicator
Within organizations, I used this technique often in problem-solving and innovation meetings. It serves me well in virtual sessions with students, where they are encouraged to listen carefully with an open mind to each presenter, think about what was said, and respond if they can add value or information.
I try to deliver and develop empathy by providing feedback in video and written form. I encourage all to collaborate in discussion forums and during team assignments.
- Compassionate Collaborator
In most courses, we define diversity early on, as more than race or national origin. We use a variety of ideas and practices as our benchmark. Some of the most diverse class discussions come from very similar people. We welcome all points of view and recognize the value in various opinions and positive critique.
I believe in the concept of "Equifinality," which observes that in any open system a diversity of pathways may lead to the same outcome.
We resolve team conflicts by communicating in a timely and relevant manner. Team grades are composed of participation, content, and creativity.
- Has Foresight
- Systems Thinker
- Leads with Moral Authority
Performance expectations are available in the syllabus and the introduction videos.
We share power through discussion comments, where I recognize new ideas and encourage students to follow-up on their views and positions with each other.
Sipe, J. W., & Frick, D. M. (2009). Seven pillars of servant leadership: Practicing the wisdom of leading by serving. Pgs. 5-6.
Conclusion
My teaching philosophy is quite simple. Share information, listen, encourage the exchange of ideas, listen, inspire participation, listen, and model service. I could talk about using affective learning as a foundation for the development of practical skills and community building; but, my overall goal is to demonstrate the value of empathy, diverse ideas, and trust.
Trust is a magical little five-letter word. It is foundational in leadership effectiveness. Many leadership studies show people follow who they trust, which usually comes about from listening and empathetic conversations. (Gordon, Gilley, 2012, Joseph, Winston, 2005) My teaching method builds heavily on this construct. Many phone calls, Zoom sessions, and e-mails engage the student in conversation, usually having little to do with the assignment, and more to do with establishing expectations and easing their fears. I encourage students to work their way through questions and issues, rather than offering solutions. I feel real learning comes from discovery, rather than reproduction. Merely telling students what I want will result in very similar submissions. Defining expectations of creativity, content, and presentation have a much more fluid path, resulting in original work based on their thoughts and ideas.
Words have weight. Too many words from too few people weigh down and hamper collaboration. They make it difficult for all ideas to be heard by advocating for a select few. This omission of creativity, critique, and discussion often contain original ideas, problem solutions, and value. As a teacher, it is my job and pleasure to make sure all stakeholders have a voice in the discussion and give weight to their ideas.
I leave you with what my students call "Dr. Luke-isms": (they are free and not part of tuition)
- I believe there is no "box" to think outside of. The human mind is infinite in its ability to imagine, create, and collaborate.
- There is no such thing as a "status quo". The universe and our place in it are always changing.
- "Open door" policy is lazy leadership. One should not wait for students to arrive with ideas and issues. Go out and engage stakeholders. Ask questions, be available, and recognize effort.
- Sit still, watch, and listen. (Marion Lucas – All of my life.)
Gordon, Gus; Gilley, Jerry W. Performance Improvement. Aug2012, Vol. 51 Issue 7, p28-35.
Joseph, E.E. and Winston, B.E. (2005), "A correlation of servant leadership, leader trust, and organizational trust", Leadership & Organization Development Journal, Vol. 26 No. 1, pp. 6-22.