Federico Magdalena, Ph.D.
University of Hawaii at Manoa

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My Philosophy of Teaching

As a teacher for over 25 years, I have developed what I believe is a typical sociological approach to learning. That approach is familiar to most sociology students – interaction. That is, one learns not by himself but in partnership with others, particularly with supportive classmates and inspiring teacher. Generally, the classroom is the locus of socialization; it is where everybody learns the expectations inherent in knowledge acquisition. The “classroom” is any place where people can discuss ideas, socialize and engage one another.

Certain minimum conditions, however, must exist on the part of the learner. First, students need to study alone or do so in groups, and must set the parameters for executing it (e.g., determine the time and place of study). And second, the student must have some amount of motivation or drive to work on assignments and review the readings. These conditions are supposed to be enlarged to promote a conducive learning environment, with the teacher playing a major part. Here, the teacher assumes a larger role in the learning process as a motivator, a counselor, and an adult figure who serves as a role model. He must possess some authority, but not dominating or imposing. In a practical sense, he has read at least one book more than what the students already know.

The learning process is essentially a spirit of teamwork, where everybody in class is involved. No one must be left out in the cold. Students exert effort and willingness to learn, under a facilitating environment where they receive support, feedback and opportunity. Sociologists call this environment “social structure,” where group members learn their roles (expectations) through a series of complementation, reward and even “punishment” if things are not done right. (While penalty is integral to learning, the primacy of reward must be emphasized.) Those who have difficulty must be helped and raised to a satisfactory level close to, if not above, the average. This is where peer group support, and teacher-student interaction, is essential.

Rules (deadlines, course requirements, grading criteria, etc.) are important and must be enforced with fairness and justice. However, they must be viewed in the context of what is humanly possible without sacrificing learning. The means must be in tandem with the ends (learning and getting good grades). Overemphasis on the means sidesteps the ends, and turns some students nuts. Robert Merton is right, this anomaly is the source of class deviants: "innovators" (cheaters, copycats), "retreatists" (absentees and dropouts), and rebels, among others.

To enhance learner’s motivation, the teacher must devise creative ways to make the learning environment appeal to most students. Pedagogical techniques are abundant nowadays, like use of technology driven materials (computers, multimedia projectors) and audio-visuals (documentaries) related to topics being discussed in class. Inter-communication through email must be encouraged at all time. A “virtual classroom” (e.g., a course website) must be made available to access relevant information: syllabi, learning resources, bibliographies, and reminders of class requirements and deadlines, among others. Students may also contribute their share by giving oral reports in class, and suggesting resources not identified in the syllabus. While higher-level courses are more amenable to this variety, it applies as well in introductory sociology.


Date last updated: March 1, 2010 Web design by F. Magdalena
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