A Teaching Philosophy: Michael Kennedy
English, U of S - 2005
When I first attended university I was not sure what I wanted to do upon graduation, except I
did not want to be a teacher. Indeed, how would one know if (s)he was successful since the
end result could not be determined for years in the future. However, my views changed
dramatically when I did volunteer tutoring and ultimately enrolled in a secondary school
teaching programme where I experienced the 'instant feedback' of interaction with students
as they experienced literature with assistance from me.
My initial attraction to literature has remained, as it continues to offer numerous vicarious
experiences for me and for my students. Philosophy, theology, history, sociology, political
studies are all part of literature as is its aesthetic beauty. An effective classroom
environment enables students to expand their knowledge and experience as they interact
with the author, critics, the instructor, and their fellow students. As a sessional lecturer I
endeavour to assist my students with their discovery of what literature can tell them about
the world in which they live and about themselves.
For me, university education means an opportunity for students to open their minds and to
grow. My job is to provide a positive environment and context into which students can place
their cognitive framework. Each of them is thus encouraged to develop their own evaluation
of any given work. Part of my role is to require students to practice rigorous logical formation
of critical judgements and to develop strong writing skills so that their ideas may be shared
with others in effective English.
There were several secondary school and university educators who showed me positive
elements of teaching. However, it was those who were the antithesis of good teachers who
motivated me to become an educator. Indeed, when I work with new graduate students and
discuss teaching, I ask them to think back to a class they disliked; a class where they felt
afraid they'd be called upon. I then ask that they do everything they can to make sure no one
in any of their classes ever feels that way. To be a good teacher is to show empathy and
respect for each student as well as respect for the subject.
Within my classes I include lecture, discussion, and small group work to try to keep students
interested and challenged. Because I have a poor handwriting, I learned to make use of
overhead transparencies and paper handouts as well as to provide essay scoresheets to
supplement written comments on essays. Audio-visual aids including power point and VCRs
can assist with presentations, yet in my view it is the face-to-face interaction between
instructor and students that is the essence of successful teaching.
For me, every class is an opportunity to share with my students knowledge, experience, and
most of all, enthusiasm for literature and effective communication. To see them react
positively to my efforts through intellectual growth and through enthusiasm for literature is
my greatest professional reward.