你的教学哲学是什么？

我的教学目标是在学生接触思想和他人的能力上建立更大的意识和活力。内容和技能的获得，比如写作，把我们带进了国会;他们是至关重要的。然而，正是这种我们学会面对挑战、同伴、导师和自己的方式，似乎让最深刻的“教学时刻”得以出现。从更广泛的意义上说，我的教学哲学围绕着建模和培养最佳的相遇，这种相遇的核心是:创造性思维、质疑、有效写作、解释性意识、证据分析、个人责任、对反馈的开放态度，以及个人好奇心的觉醒和成长。在教育过程中，尊重是首要的。从一个包容的地方，教师和学生必须能够创造一个最佳的学习氛围。我认识到在学生和课程内容方面存在着巨大的不同视角和解读的挑战。我相信一个健康的课堂环境允许有分歧，错误，甚至矛盾。然而，课堂仍然必须重视尊重，并通过学习的每一个挑战。 I prompt students to consider what being respectful truly means. My primary foci as a teacher are history and psychology. While they are variegated methodologies, even within themselves, both are anchored in the study of human nature, power, relationship, and potential. Students, in general, tend to find these areas of inquiry germane and compelling. My job thus becomes creating a structure in which students can find themselves in dialogue-- to reach the ability to observe and engage with a dialectic. For example, students can encounter how problematic the notion of "freedom" has been in American history by examining primary documents that call for personal freedoms, especially ones that are directly contradictory of each other. In psychology, students can consider the challenges of research design and the incredible rewards, and limitations, of empirical research. If the questions of human nature are of deep interest to the students, the students are tasked with understanding answers that have been proffered by great minds, and more importantly assessing those answers and building some conclusions and opinions of their own. Facilitating the encounter is one which should inspire awe and discernment in the student and the instructor. Students should grow to venerate the pursuit of knowledge, and struggle with the ambiguity and challenge that some of the content's questions present to them. This process should be challenging, humbling, and enriching. Students should learn to be in dialogue with their peers and master the art form of listening. Asserting their own opinions, using evidence and rational thinking, and respectfully disagreeing with others, is of utmost value. In a world where communication is ubiquitous and never-ending, students' abilities to witness others and assert themselves are vital. Students' abilities to work with the incredible proliferation of information, sifting and discerning evidence from journals, texts, and the Internet, are essential to their understanding that not all evidence is equal.

在与学生的典型第一节课中，你会做什么？

我以一个介绍开始。然后，我观察学生的目标是什么，并更好地理解他们面临的挑战。我和学生将一起讨论长期或短期目标，然后制定可衡量的行动步骤，让我们具体地向前迈进。在第一节课结束时，我希望学生和我自己都清楚这些目标。

你如何帮助学生成为一个独立的学习者？

我可以模拟解决问题，写作和批判性思维;然而，最终，学习是一个积极的追求，学生正在经历课程。学生将获得练习和机会，以展示它们如何与材料合作，并查看结果。

您如何帮助学生保持动力？

我认为建立信心和兴趣对学习至关重要。心理学研究支持我们记住显著性和相关性。如果学生能从他们正在学习的东西中找到一种价值感，那么他们将有更好的机会长期记住这些材料，并继续他们对知识的持续追求。

如果学生难以学习技能或概念，你会做什么？

练习，复习，反思，不要放弃。我认为学生应该对犯错误感到舒服。只要学生能够找到保持参与的意愿，他们就可以接受具有挑战性的概念和技能。

您如何帮助争取阅读理解的学生？

首先，我建议放慢速度。放慢速度并找到最佳的大脑状态以重点关注至关重要。如果问题持续存在，那么我建议更频繁地建立词汇和阅读。练习阅读短信和外推的主要思想和关键事实往往比大多数学生实现（在我的经验中）较困难。

当你开始与学生合作时，你发现什么策略最成功？

成功似乎与现实和可衡量的目标相联系。只有学生和教师通过公开对话进行诚实的互动，才能实现这些目标。