Teaching Philosophy

The classroom is a microcosm of multiple, co-existing realities. Acknowledging that every student brings unique gifts and different learning styles to the classroom, I draw on various pedagogical strategies to encourage students to use their individual strengths and styles, be they visual, musical, verbal, analytical, or interpersonal. I believe that students’ own life-stories are assets enriching the classroom, and I strive to create an environment where students can safely express their thoughts and experiences.

Central to my philosophy of teaching is a commitment to every student’s partnership in the educational process. I respect students as individuals seeking knowledge of the world and of specific subject areas to lead productive lives as world citizens. I aim to support students in critical discourse that includes creative exploration and rigorous study. My approach is interactive—which I broadly define as group discussion, role-play, partner work, individual and collaborative projects. Students thrive in interactive classrooms, where teacher enthusiasm and dialogue are crucial elements of experiential learning. Careful preparation ensures that students stay engaged and classes maintain a high energy level.

I believe that there is no one best way to teach; innovative approaches and instructional technologies are needed in today’s classrooms. An instructor embodies many roles and must perform them with skill—authority, evaluator, facilitator, motivator, and compassionate companion learner. Effectively integrating enjoyment into the study of German propels my teaching. Students often tell me that I “make things fun,” that it was easier for them to learn and overcome fears to speak their minds—even in a foreign language. Even beginners can articulate themselves comfortably in German when we “play” with a variety of activities and media, including games, debates, creative writing, visual art, drama, music, film, and web-based exercises.

I draw much energy from my strengths as a native German-speaking teacher, challenging students to think about linguistic and cultural differences and similarities. Modifying and developing materials that reflect diversity of gender, age, sexual identity, ethnicity, class, and ability is one of my strategies to represent inclusiveness.

I value collaborative projects and work productively as a team member and in the role of interdependent colleague or mentor to students. I find close faculty-student interaction and advising essential to exceptional higher education. I believe a committed teacher can make a decisive difference in students’ lives and assist them in reaching their highest level.

In fast-changing times, I am convinced that students need to see a connection between themselves and the subjects they study in order to be motivated and learn most effectively. Education is not only a path toward knowledge acquisition, exploration of ideas, and critical thinking, but provides a basis for finding one’s own place in the world. My goals are to provide an inclusive model of instruction and that all students gain significant value from taking the course, that it enhances their individual lives beyond its successful completion, and facilitates their participation in diverse communities and workplaces.