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Jaballa M.Hasan - Philosophy of Teaching
I have adapted my teaching philosophy from Duncan when he said “we don’t relate and then talk, we
relate in talk” (1967, p249) * - this Duncan view has become the core of my teaching philosophy.
The changes in education have been evolving at unprecedented rates and my personal teaching
philosophy has changed accordingly. I now see myself as a facilitator more than an instructor–
especially since many students approach speech and public speaking in a state of fear. According to
one study, at least 75 percent of students in public speaking courses approach the course with anxiety,
while some other surveys show public speaking to be the number one fear, mentioned more often than
death at number two*. But through active productive engagement and in a teamwork atmosphere, I
have been able to get past those fears to produce well qualified public speakers. I am a firm believer in
active learning, and I try to maintain a lively and interactive classroom. To me, teaching Speech
Communication isn’t about lecturing to students, it is about engagement and participation, in contrast
to the traditional lecture-test methods encouraging memorization. I want to go beyond that to critical
thinking and behavior change.
It is also important to acknowledge different learning styles in the classroom. Some may be nontraditional students or English may be their second language. In these cases I have found it important
to provide different types of learning opportunities. Work in small groups helps to alleviate speech
anxiety that some students feel when addressing larger groups, and gives me the opportunity to provide
individualized feedback. As I have learned through my teaching experiences, my role as a teacher
shifts throughout the learning process. I try to find a balance between having a more direct lead and
having a facilitative observer role. I believe that the learning process is best when it is collaborative
between students and the instructor on one hand and competitive/cooperative between the students on
the other hand.
The connection and energy established through classes participation and engagement becomes a
powerful teaching technique that I utilize in creating an optimal learning experiences. The most
important element in learning is active participation by the learner; being involved in the process. Such
Philosophy based on the learning pyramid paradigm “practice by doing” averages a 75% learning
retention rate*. As Aristotle put it “What we have to learn to do, we learn by doing.” Confucius stated
more eloquently “What I hear, I forget what I see, I remember, what I do, I understand.”
The more an individual’s senses are involved in the process, the greater the retention of new
information. My philosophy focuses on what the student learns, not on what the instructor teaches.
Learning happens when the stage is properly set. Students are more likely to accept what they are
learning when it is logically presented in an orderly, precise and clear manner. I have three primary
objectives for students, which I include in each syllabus of my classes. First I want them to learn how
to think critically–not only about the topic at hand, but also about information that they are exposed to
in their everyday lives. The most important step an instructor can take to help students develop critical
thinking skill is to create a positive and healthy environment by respecting and promoting engagement
and intellectual diversity. This not only sets an examples for students to follow, but also allows
students to share their ideas and thoughts openly with their classmates. Respecting and promoting
intellectual diversity requires a deeper understanding of how diversity manifests inside and outside of
the classrooms. I provide opportunities for the students to talk to each other in smaller, unsupervised
groups so that they get to know each other and become comfortable with sharing ideas. The point is to
encourage interaction and engagement that is not under the watchful eye of the instructor and helps
students to become comfortable with each other.
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Here in the US students bring a diverse set of worldview to the classroom; therefore it has become my
responsibility to take a neutral stance on some controversial issues. Teachers should not present
themselves to students as a partisan supporter of a particular side; choosing sides can have negative
and unintentional consequences on a student’s learning experiences. In my classes, especially in small
group process when we formed debate teams, I play the role of moderator and mentor instead of
activist. I believe remaining natural and supportive of student’s ideas motivates students to participate
and engage more on the panel discussion we always hold after each debate. Taking a neutral stance
challenges the student’s intellectual abilities. It requires them to defend their position using critical
thinking regardless of side they take, and also introduces students to points of view that they may not
consider themselves. Students in my courses know that I believe we all bring unique experiences and
points of view to the table. I help students get comfortable sharing their view by having them do
icebreakers which incorporate questions and answers relevant to the debated issue. Ultimately such
class activity presents students with a positive learning environment where they must use evidence,
proofs and reason to develop positions and encounter positions and this is the thrust of critical
thinking.
I want my students to understand the widespread application of speech communication. It is important
to help students develop general skills they need for future employment and participation in society.
These skills are often independent of the content of the courses I’m teaching such as Interviewing,
Health Professional, and Small Group Process in which include improvement in public speaking, job
interview techniques, counseling interviews, and teamwork.
Due to the fact that in most of today’s occupations it is vital to know how to successfully interact with
others in the workplace. Therefore, it has become important to gain experience working with groups of
many different kinds during the course of my student’s education. In my courses this is accomplished
through classroom group activities, the composition of which I try to vary as much as possible like
group debate, job interview techniques and counseling interviews in which students can get to know
and work with groups in depth over time. I want my students to truly enjoy learning.
In brief, my experience teaching several different courses in different colleges and universities has
emphasized to me the vital role of feedback and self-assessment in continued improvement throughout
my teaching career, and I am dedicated to the continual process that is self-improvement. I plan to
continue to achieve those objectives by formulating strategies to improve my intellectual sensitivity to
multiple learning styles, interpersonal mediation in classroom discussion, and fostering an atmosphere
of class participation and engagement. I look forward to the opportunity to discover new ways of
promoting students learning in an atmosphere of intellectual enthusiasm.
*Blau, Peter M. and Duncan, Otis Dudley. 1967. The American Occupational Structure New York:
John Wiley and Sons.
*Dan O’Hare Speaker’s Guidebook
* The Learning Pyramid
Jaballa M. Hasan, Ph.D.
Ph.D., Rhetorical Criticism, Communication, Department The. Ohio State University.
M.A., Interpersonal Communication, School of Interpersonal Communication, Ohio University.
M.A., International Affairs, International Studies, Ohio University.
B. A., Social Psychology, University of Benghazi, Benghazi, Libya.