Philosophy of Teaching Statement

Deborah Zelli
Anthropology
The Ohio State University

The conception of anthropology as a combination of the familiar and unfamiliar is clearly manifest in the classroom. By the time one gets to be a graduate teaching assistant, he or she has spent decades in the classroom. It should be familiar territory. And yet, as I have discovered, it seems like everything I thought I knew about classroom "culture" turns out to be incomplete, rather like all those ethnographies I read before heading to the field. Sure, I know where to sit and what to wear and maybe even how to get a glass of water, but after that, all bets are off. The time I spent as a native in the classroom only provided part of the picture, a place to begin contact, but not enough information to "pass." Like so many of our "primitive" informants, students see right through us. The exotic other has come in from the bush.

So, learning to teach is a bit like trial by fire or my first field experience. I made many mistakes and most of the time, I paid for them -through laughter or anger or a loss of rapport. Each confidence from a student, laugh at an intended joke, or nod of comprehension became a cause for personal celebration. Little by little, I won them over and through the rituals of the term, I was initiated into the tribe.

Perhaps the trials of learning to teach are a good reminder of what it means to be a student. The very fact that we have made it this far in our educational career means we are at least better-than-average at school. We come to take learning for granted, somehow knowing intuitively how to "get" the material. Learning to teach takes us back to those first years of school when we learn not just facts, but also how to learn.

It is this experience of learning to teach that I draw on as I try to articulate an answer to the Big Question: How do we learn? From my own experiences, or indigenous knowledge, and educational theory, I have come to believe that learning occurs through interaction with the environment. The environment, of course, can consist of all sorts of items - people, objects, books, television, and so forth. The very purpose of a classroom seems to be an attempt to shrink the environment into a controllable, reasonable set of interactions.

A teacher plays an important role in the management of interactions. While interactions, and thus knowledge, depend in part on the individual and the experiences that he or she brings with them, interactions can be somewhat guided, stimulated, or shaped by a teacher. The role of the teacher is to encourage learning on two levels, the basic and fact-oriented level (e.g. what is the capital of Ohio? what is anthropology?) and the more complex and challenging level in which skills or ways of thinking are developed (e.g. problem solving, critical thinking). Both types of knowledge are important as building blocks for the student to reach beyond his or her current level. A student who has learned should now be able to complete a task that is beyond his or her previous capabilities. The maturation of the individual is the ultimate goal. Movement on a scale of capabilities is the general mark of success rather than an absolute, total mastery.

I believe that teachers do take responsibility for the learning environment. But, I would also add that while the teacher retains authority in the classroom from a pragmatic perspective (e.g. assigning grades), the teacher-student relationship should display elements of partnership, individuals working together to accomplish something, perhaps even with both parties learning.

Through personal experience, I have learned that all classes have objectives and some classes require more strict adherence to these objectives than others (introductory level classes verses graduate level classes, for example). Within these confines, the teacher selects materials designed to interest the student, prepare her or him for future classes, and develop useful skills. The teacher acts as a guide and may stage learning opportunities. The teacher's role has elements of expert, facilitator, and person. Expectations of students should be generally high but attainable. Assignments should be designed to contribute to learning in all three areas.

In a perfect world all classes would fit this description. Realistically, however, these ideals must be adjusted to allow for course restrictions, class size and make-up, and basic pragmatic concerns (time, cost, etc.) As a result, teachers must also stay flexible, with a willingness to make changes along the way as needed.

One of the most important tools I have for implementing my philosophy is the syllabus. In it, I have tried to make my goals and expectations clear and to set the boundaries for the quarter. Everything the students need to know about the mechanics of the course is detailed. This helps to avoid conflicts later in the quarter or to answer last minute questions the night before the paper is due. I create an atmosphere for group interaction and idea sharing the first day through personal introductions. Students also fill out basic information for me regarding their own background and reasons for taking the course. Although the syllabus acts as our guide through the quarter, it remains flexible and subject to adjustment if warranted. In the syllabus and throughout the quarter, I strongly encourage students to interact with me on an individual level, during office hours or via email. My own manner in the classroom and during more personal interactions is one of empathy, respect and encouragement, always laced heavily with humor.

Texts incorporate a variety of resources, such as journal articles, traditional textbooks, anthologies, and newspaper articles. When lecturing is necessary or appropriate, I attempt to make it as interesting and interactive as possible. I have created PowerPoint versions of all of my lectures and they include color photos and color backgrounds to help retain visual interest and to better illustrate material. I also use numerous concrete examples. I am currently working on a web site to complement the courses.

In-class time and assignments incorporate a range of activities and methods so that all students have a chance to contribute, regardless of their own perceived strengths or weakness. In-class time consists of a mix of lectures, small-group discussion, large-group discussion, films, guest speakers, simulations, and debates. Assignments combine objective tests (where appropriate), essay exams, term papers, journals, media projects, labs, kinship diagrams (of their own families), and other content-specific exercises. I am always willing to assist the student along the way, working with them individually, reviewing rough-drafts, or helping them focus their work. These activities also give me an opportunity to get to know my students better. For example, in the courses I teach on development, we do a simulation of the development process for a hypothetical island. Students are divided into four groups are created: big business, the natives, entrepreneurs, and government. The groups must compete to develop the island in a way that fits with each group's objectives. As students assume their roles, they learn about the very real difficulties of development and I learn about them.

In every-day practice, I implement these ideals in the classroom in a number of ways. Teaching is rarely "value-free" and my own classes carry messages of openness to difference, respect and dignity for all peoples, intelligent risk-taking, fairness, and questioning assumptions. I hope that in the course of the term, students will learn factual knowledge, skills such as critical thinking and improved writing, re-examination of their environment, and application of knowledge to their own lives. I also hope to meet whatever goals or expectations they may bring to the class.

As I intimated previously, my philosophy of teaching and its implementation are the result of trial-and-error, advice from other instructors, and experience. While student reactions suggest that my skills have improved, I have continued to refine my approach through professional, peer, and student evaluations; creative planning; and keeping up on the literature. The ultimate goal, of course, is to always be able to do something that exceeds my previous abilities -- to keep learning.