My Teaching Philosophy

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I have encountered numerous students who tell me, “I can’t do math” or have resisted sharing their “stupid” ideas. This unfortunate negative self-view stems from the common banking model of education (where students memorize facts recited to them by teachers) and from systematic oppression, problematic family dynamics, and the associated mental health illnesses including depression and anxiety. My teaching philosophy recognizes this inherent problem, thus I teach with student wellness first in mind. I draw from critical pedagogy, social constructivist theory, and play-based learning methods to ensure students learn in a safe, supportive, and collaborative classroom. I teach not only to increase a student’s knowledge, but to empower them to become environmental change-makers by increasing their confidence that they can learn and that their ideas are worth listening to. My classrooms are therefore safe, playful, and reassuring.

 

Creating a safe place for critical thinking

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Critical pedagogy incorporates social justice and democracy into the classroom as a way to overcome suppressed critical thinking and negative self-views engrained in some students by oppressive lived experiences. I begin every course by co-creating a Group Agreement. Students write answers to three questions on post-in notes: I expect my peers to…, I expect Charlie to… and Charlie expects me to… Students place their post-in notes on the wall under each question and work together to organize them into themes, which I add to the syllabus. This activity increases transparency and creates space for students to co-create equitable learning expectations and define what a safe classroom is. It also reinforces the idea that every student is an important member of a classroom. One student wrote in their SETs, “I remember during our first week, Charlie asked us to write about our expectations for the class, her role, and our roles as students, and that encouraged me to feel that I could succeed in the course.” I assess students’ critical thinking growth by observing how their contributions to discussions and their written work evolves from shyly repeating lecture material to boldly questioning the status quo, connecting material to their own experiences and to other perspectives, and supporting their statements with evidence.  

 

Incorporating play-based learning

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Play-based learning extends social constructivist theory - students learn when engaging with others and their environment - to include joy, creativity, and curiosity. Play enhances interpersonal and communication skills by emphasizing active participation, such as role play. Fun, low-pressure classrooms can embolden students to experiment and strengthen problem-solving and critical thinking skills, which is especially important in higher education given the high rates of mental illness. I strive to transform the classroom from a place of stress and fear to a place of positivity and well-being. For example, after a short lecture on the UN’s Sustainable Development Goals (SDGs), I guided students into teams where they imagined they were city mayors with an unlimited budget. I handed each team a large piece of paper and instructed them to design a city that met every SDG. Students drew vertical vegetable gardens on the sides of high-rise apartment buildings, wetlands that created habitat and acted as natural water filtration, and schools with bicycle desks that promote healthy living. Students worked collaboratively and thought critically to write a short list of city policies, leaning on their knowledge from other classes and their own experiences. Teams presented to each other explaining how their city met the SDGs. Finally, I guided students through a discussion or written exit ticket: Which of these SDGs were the hardest to meet? Why might we not see sustainable cities today? How might we increase your city’s sustainability? This lesson incorporated multiple student learning styles while activating the student's creative minds. I assess student learning by observing when their creative thinking is grounded in environmental theory and when they understand why real-world challenges may limit the practical implementation of their ideas.

 

Building confidence through reassurance

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When I was 10 years old, a friend’s dad told me I would not get into my dream university. I carried the belief that I was incapable for many years until I heard Michelle Obama speak about her similar experience. She said that we should not allow others to define our own capabilities, so I applied to the University of Oxford and got in. I learned how impactful words can be, especially when they come from people of authority. I therefore lead with reassurance to help build confidence, particularly when giving feedback and when teaching a vulnerable topic, such as math and writing. A recurring theme in Environmental Studies students is they “can’t do math.” I believe every student is capable of solving math problems but their past experiences have shaped their beliefs. Stress, low confidence, and physiological responses to a perceived threat (e.g., social ostracisation from being perceived as stupid) can disrupt reading comprehension and critical thinking. I therefore take a compassionate approach, incorporate play, and make problem-solving a group effort. For example, after explaining relevant water volume conversions and equations used in conservation policy, I projected a word problem and read it aloud. I then took notes on a whiteboard of student answers to the following questions: What do we know?, What do we need to find out?, and What do we need to do? I then ask students to walk me through a problem. I ask students Why? as they instruct me to ensure even unasked questions, that may be withheld due to social fear, are answered. At the end of the instructions, I ask Are we done? prompting students to return to the goal. At the end, we celebrate with a round of applause. Celebrating small wins reassures students that they are succeeding in learning difficult concepts. I know this method successfully builds student confidence when I see students writing What do we know?, What do we need to find out?, What do we need to do? and Am I done? on the side of their homework and exam papers, leading them to correct answers and improved grades. I also note this success when students say, “I didn’t know I was good at math” and write in SETs, “Solving mathematical problems with Charlie is so enjoyable.”

 

Conclusion

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I believe classroom experiences can shape student self-views and whether or not they pursue their dreams. I believe it is the teacher’s responsibility to lift students up and build their confidence to succeed in challenging courses and pursue meaningful careers. I do this by creating a safe and democratic classroom, teaching through play-based activities, and reassuring students that they are capable. I hope to guide students to learn and become more confident beings using these approaches. I also hope to adapt and strengthen my teaching pedagogy by listening to student needs and learning from teachers to provide students with the resources they need to become environmental problem-solvers. While I still have room to grow, I know my methods have already had a lasting impact on students:

 

“I enjoyed going to your section because you provided a safe space for me to speak. Often, I find it challenging to speak up, as a person of color, but your section really pushed me to speak up … I leave this class confident that I have learned some new skills and completely understand [unit] conversions.” - Fall 2023 student email