School of Communication & The Arts, Marist College 

 Updated: 08/09/06

Index:

Introduction

Philosophy

Teaching Philosophy

“You can never reach everyone, but if you have reached even one student, then you have been a success."

Dr. David O. Tomlinson, 1975

 My Introduction to Teaching

My career in teaching began in the fall of 1974 at the U.S. Naval Academy in Annapolis, Md. During my senior year, I was given a unique opportunity to teach freshman English in a special pedagogy program reserved for a handful of seniors. It seemed like an interesting way to earn three undergraduate credits. I had no idea that it would spark a love for teaching that has become my profession. 

At the end of that first semester of teaching, I confided in my Naval Academy academic advisor, Dr. David O. Tomlinson. Proud of my chosen English Literature major, I was determined to influence the midshipmen in my small section.  Throughout the semester, I expressed my love for literature and the excitement it added to learning at the Naval Academy, an institution known more for its excellence in math, science, and engineering than humanities.  Despite my efforts, none of my students selected English when it came time to choose their academic majors. I was devastated at my failure to reach them.

As I expressed my disappointment, Dr. Tomlinson listened attentively. He encouraged me to look beyond the selection of academic majors as a measure of success, and he reassured me that I had, indeed, succeeded in teaching my students much about English. Then, reflecting on his many years as a teacher, he smiled and in his trademark southern accent said softly, “You can never reach everyone, but if you have reached even one student, then you have been a success.”

I no longer make it my mission to reach everyone. Some students will never "get it."  However, I take great joy in reaching that one student in a class that loves to learn.  Furthermore, one student leads to another and, over the years, these students add up to something greater than any one of us. I take satisfaction in knowing that I have contributed something of value to this latter group of students.  I carry that philosophy with me today, as I continue to refine my teaching skills and strive to become an even better teacher and mentor.

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My Philosophy of Teaching

I read long ago that “to teach is but to learn twice.”  I learn each time I prepare a lesson, enter the classroom, present a lecture, lead a discussion, assign an activity, grade an assignment, and counsel a student. I learn from my preparation, from my students, and from myself. And this constant learning inspires me to return to the classroom each day.

I look less frequently for elusive "truth."  Instead, I spend more time promoting an appetite for knowledge, an appreciation for learning, and critical thinking skills that contribute to mutual discovery of multiple truths. Perhaps there exist no single truths or ultimate answers but, rather, pathways of learning and study that help give each of us direction and meaning in life. And maybe this is good. For if we ever arrive at ultimate truths and answers, we might be tempted to end our journey of learning.

It is my job as a teacher to lead and inspire students to take up and continue this journey for a lifetime. I don’t lecture as much as I guide and facilitate. I try to listen more than I proselytize. I challenge more than pamper.  I try to teach my students as much about the real world around them as the theoretical world found in books.  I try to create an environment and conditions that place students in touch with the skills and resources they need for self-learning.  I encourage students to make their own discoveries, for I have found that the lessons we learn ourselves seem to be the most valuable and longest lasting.

Finally, I value the practical experiences that I have gained throughout my personal life and professional career in the Navy. These experiences represent some of my most powerful teaching tools. Some of these experiences were borne of peaceful moments and thoughtful reflection; others from harrowing life and death situations. Presented judiciously and balanced with theoretical knowledge from books, these experiences can have a profound influence on students. These experiences also help define who I am and how I teach.

I enjoy the simple pleasures of teaching: leading and working with young people, watching them grow, and observing how they contribute to society through professional development and ethical behavior.  I know the monetary rewards of teaching pale in comparison to many other professions. However, the sense of value and personal satisfaction that I receive from teaching is adequate compensation for the hard work, long hours, and frustrations associated with my job.  There is something to be thankful for in even the worst days in the classroom.  And as long as I can reach even one student, I will consider myself a success.

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