Regardless of the area of expertise, I believe that in order to be an effective teacher or instructor, one must first be a scholar of people. From my experience as a teacher, a traveler, and a professional in a business environment, I have learned that while at their core, people are very similar in numerous ways, how they receive, retain, and apply information can vary greatly. To reach my students on academic level, I strive to make my lessons engaging, entertaining, flexible, and the information approachable.

I do not believe that as a teacher, I am simply a medium of information. Instructors should be serious academic scholars, but also lighthearted entertainers. They are comedic relief for tough situations, but must also deliver a seriousness of expectations, which provide a comforting level of structure for pupils. They are flexible in their approaches, but also consistent in the pacing and delivery. I strive to utilize these concepts and apply them to my teaching style and the lessons in my classroom.  

Also, in understanding that not all students learn in the same way, not only one form of assessment should be utilized. My classroom is a mixture of formal and alternative assessments. I try to focus on creating attainable academic goals for students, placing an emphasis on effective communication and not just on what is strictly “right” or  what is strictly “wrong.” Although, that is also included. In this way, I feel that my students are given the opportunity to show more effectively, what they can do with the language and in turn, it benefits the student and the student’s individual learning process. I think standard performance evaluation and self-evaluation together are essential in a well-rounded classroom, especially for composition. It is also important that in understanding how one will be assessed, an environment is maintained where students feel supported and know they are permitted to make mistakes, because learning from mistakes is an integral part of the learning process as well. I want my students to strive for progress, not perfection.

Overall, it is my core pedagogical belief that all students can be reached on an academic level, and they can be successful when instructors are serious about their profession and providing the highest level of instruction possible. I may not be able to deliver instruction at 100% at all times, but again, I'm for progress, not perfection.