Few are the occupations that afford one the opportunity to have as
strong an impact on the lives of young people as the job of teaching.
While this realization is exciting and hopefully motivating for
educators, it also presents a daunting challenge. As teachers, we must
challenge, inspire, and involve the student not only in the subject
matter at hand, but also in the concept of learning and self-improvement
as a life ideal. My teaching philosophy is essentially grounded on
five core principles designed to engender these learning goals. These
principles influence my objectives and the methodologies chosen for each
class. These principles include: the importance of recognizing and
seizing the learning opportunity at hand; maintaining and communicating
an enthusiastic and encouraging attitude; incorporating a balanced
pedagogy; affirming that teaching and research are interdependent; and
believing in the need to continually examine the ethical dimensions of
Teachers at all levels face a common motivational challenge; how do we
best instill in our students a sense of recognition and positive action
toward the learning opportunity before them. It is our duty to
facilitate this ideal. That is, to effectively communicate the notion
that effort made and experiences gained at this juncture have
far-reaching implications. Concurrently, we must convey the life maxim
that there are no shortcuts to success; that substantial learning and
growth typically result from hard work, challenge, involvement, and
preparation. Thus, while students are directly responsible for their
participation, involvement, and ultimately, their final grade in the
class, it is imperative that educators create an atmosphere that
significantly impacts student interest and motivation.
I strive to bring about the desired student attitude and enthusiasm with
a teaching style best described as energetic and highly interactive.
This style is designed to breed a contagious spirit of involvement that
facilitates discussion and participation by all students. I attempt to
forge a classroom environment that expects, welcomes and rewards a
student's reasoned opinion. For this environment to exist, high
expectations must be set at the beginning of each course and each class.
These expectations are best communicated via evidence of my own
thorough preparation of relevant course material and my enthusiasm for
the class and topic.
Early in my career I came to the realization that there is no one best
teaching style or methodology to emulate. An effective teaching style
is analogous to a golf swing; while there is no one perfect way to swing
a club, there are fundamentals that must be followed in order to excel.
Likewise, there are teaching fundamentals that are pivotal to success
in the classroom. These teaching fundamentals include a solid knowledge
and preparation of the material, enthusiasm and passion in the delivery
process, communication of the relevance of the material, and a
demonstrated willingness to help each student. I believe I am most
successful motivating students when I am succeeding on these dimensions.
The final dimension, a willingness to help students, may be the most
critical element of great teaching, especially as technological
advancements continue to depersonalize the educational process. I take
my role as student advisor and mentor very seriously and, consequently,
find it to be the most satisfying aspect of my educational position.
Pedagogically, I follow a balanced approach, with experience in a number
of methodologies including traditional lecture, case method, group
learning, and debate formats, among others. This multiple approach
tends to limit the opportunity for the classroom environment to become
stale. Additionally, I view my research program as integral to my
teaching efforts. My research endeavors help keep me on the cutting
edge of the discipline and are often featured prominently in my course
Lastly, I believe strongly in the need to present and actively discuss
the ethical dimensions of the business topics of study. This focus
affords students the occasion to reflect on and question their
established beliefs, thus providing opportunities for attitude
development and/or change. In my role as teacher and mentor, I make
every effort to assert the importance of personal integrity and
character, and communicate the importance of these qualities in
students' personal lives and careers.