Statement of Teaching Philosophy
My teaching philosophy centers on cultivating a student-centered learning environment where every individual’s growth is nurtured through tailored, scaffolded feedback. I believe in fostering authentic learning experiences that connect classroom theories with real-world applications, thereby empowering students to grasp concepts deeply. Emphasizing experiential learning, I integrate hands-on activities and case studies to enhance understanding and critical thinking. I advocate for positive reinforcement to motivate and engage learners, ensuring they feel supported in their academic journey. Guided by the first principles of instruction, I aim to build a solid foundation of knowledge while encouraging curiosity and independent thinking among my students.
Activities Engaged:
In the summer of 2024, I co-instructed EDCI 57200 – Learning System Design at Purdue University, an online course tailored for graduate students. This course examines the processes of instructional design within a project-based context. Students use a systematic design process and instructional psychology principles in performing an analysis of learning context, analysis of learners, analysis of learning tasks, in design and development of assessments, and in design of formative and summative evaluation of the instruction itself. Throughout the term, I actively engaged in weekly asynchronous discussions, providing scaffolded feedback that guided students in their learning journey. Additionally, I was responsible for evaluating three design documents and the final learning module, ensuring rigor and alignment with course objectives.
Through my teaching experiences, I have evolved my approach to providing feedback, shifting towards an inquiry-based method. Previously, I would point out weaknesses or deficiencies in students’ homework, assuming direct instruction was most effective. However, I have since learned a more effective strategy by asking probing questions and offering resources, empowering students to discover solutions independently. I also emphasize the importance of positive feedback, consistently highlighting students’ strengths before offering suggestions for improvement.
Moreover, I have embraced a more empathetic teaching style. Teaching students from diverse backgrounds worldwide, each with unique competencies and demanding schedules, has taught me the necessity of flexibility and empathy. I understand that challenges such as late submissions or the need for additional instruction despite diligent textbook study are common. Therefore, I prioritize providing supportive scaffolding tailored to individual needs, ensuring all students have the opportunity to succeed.
I have a strong interest in integrating technology into English language teaching. In the fall of 2021, I volunteered as a language support instructor at McCutcheon High School, where I taught conversational English to newly immigrated students from Mexico, utilizing various educational technologies to enhance learning experiences.
In addition to my online teaching experience, I have taught undergraduate English majors at various levels and courses for 15 years at a private university in Shanghai. These courses included Intensive Reading, Extensive Reading, Advanced English, Advanced Audio-visual English, English Grammar and Writing, Basic English, Comprehensive Test preparation, Business English, and Thesis Writing. Additionally, I served as a class counselor, helping students set and achieve personal and academic goals. I also served on the dissertation committee, advising undergraduate students on their research papers.
