My philosophy in teaching is that students should be provided the necessary theoretical frameworks and placed in situations where they must apply these frameworks to real-world business issues. I accordingly incorporate publications and practitioner involvement to complement the text material. I have extensive experience managing student role-plays in introductory and advanced selling courses, have previously implemented classroom simulations, and have also had an opportunity to work closely with students and sales companies in coordinating internships.
I have continuously worked to enhance the content and delivery of my courses with the aim of improving the quality and consistency of my performance. In this, I have primarily focused on three key areas: (1) student engagement, (2) knowledge dissemination, and (3) classroom innovation.
Student Engagement. The best teachers are able to engage students in such a manner that motivates their interest in the topic. Students cannot learn what they need to know if they regularly miss class, are bored by lectures, fail to commit sufficient time to study or homework, or are not motivated to make mental links between key concepts and their own experiences as consumers or employees. I work to create an atmosphere in the classroom that facilitates discussion and requires that students play an active role. I vary the methods through which I deliver content over the course of the term, intermittently mixing classroom discussions with application. I additionally maintain an open-door policy with my students, encouraging them to come and talk with me as needed. Through these conversations, I have learned what works best in terms of content delivery, and have adjusted my teaching approach accordingly. In addition to enhancing student understanding, these alterations have helped me develop an open classroom environment that facilitates student engagement.
Knowledge Dissemination. In my view, students stand to gain the most if they have professors who care enough to integrate their unique knowledge of the discipline into their courses in an interesting and compelling way. As an active researcher, I feel an obligation to my students and the discipline to incorporate advances in theory into my lectures. In many instances, these ideas may be so new that they have yet to make their way into standard textbooks. Such an approach is premised by an ability to distill sometimes highly abstract theories and concepts into everyday language and relevant, personally meaningful examples.
Classroom Innovation. The third component of my teaching philosophy has been an emphasis on pedagogical innovation. In my courses, I have made a conscious effort to introduce new learning tools, textbooks, supplementary readings, homework assignments, in-class assignments, simulations and guest speakers. While most innovations have been well received, experience has shown me that it is better to incrementally implement change. When something does not work, I try to evaluate why it failed and then determine whether or not to re-introduce it in a future semester.
In all, I believe that teaching is something that one must constantly work at in order to improve and best ensure student success. I enjoy my time in the classroom, and appreciate the student relationships I have been able to develop over the years. I look forward to my continued development as a teacher in the years to come.
