Teaching Philosophy

Dr. Christopher M. Davis

Education isnt a short-lived process by which a student obtains a degree or credential.
Likewise, it isnt isolated to learning a new craft or trade. As Eric Hoffer stated, In times
of change, the learners will inherit the world, while the knowers remain well-prepared
for a world that no longer exists. Education is a lifelong process; a never ending
journey. In order for my students to better understand this statement, I explain to them
the essence and power of lifelong learning its about change and transformation
(metanoia). After all, it was Heraclitus who said The only thing that is constant is
change. And change isnt always comfortable. My students can learn for school or they
can learn for life. When I was completing my undergraduate studies, I chose the former
and, for a time, it hindered my professional and personal growth. While I empower
students to take ownership of their own learning, the choice is theirs to make. And it is
up to me to positively influence the learning process in the classroom by striving to
make them lovers of learning.
Education is aimed at transforming the mind, body and spirit. Education, formal and
informal, should invoke and inspire passion and inquisitiveness, and should cultivate
intellectual, emotional, social, and relational competencies. As a teacher, I must address
the whole student (intellectual, emotional and social). There are times to advise,
council, equip, babysit, parent, encourage, discipline, pray over, and push students
beyond mediocrity. Education isnt a concrete process; rather, its fluidity requires me to
be aware of the students in front of me. I must meet them where they are as
individuals, not where I think they should be.
I am known as the professor who rarely provides his personal thoughts on a given
subject, especially relating to controversial subjects. In fact, during lectures and
discussions, I tend to play the role of devils advocate so my students can see alternate
points of view and analyze and formulate solutions to complex problems. If I provide my
biased beliefs, I risk hindering the relational bond between teacher and learner, and
minimize my ability to transform the mind, body and spirit. Partisan learning can bring
about negative second and third order effects, and stifle the learning process. I expect
my students to analyze positions, beliefs and assumptions. My students dont have to
agree with differing points of view nor do they have to agree with me; however, I expect
them to clearly articulate and defend their positions, whatever they may be. Because of
this learning process, there are a number of times that I have become the student. And
back to lifelong learning, a great teacher should remain a student at heart.
To help maximize learning and to accommodate varying learning styles, I require a
plethora of assignments, e.g., papers, current events, analysis of a situation, essaybased exams. I believe in using rubrics to eliminate levels of subjectivity while clarifying
student expectations. To encourage participation by all, I include a participation grade.

As I have learned, students can be present, but mentally disengaged. Knowledge should
be enjoyed and it should be shared.
My students know that I am available for them outside of class and can reach me via
email, phone or text. I have prayed with and over students, and have had a number of
late night and early morning conversations with students relating to family matters, life,
struggles, etc.
While I may be the expert figure in class, at heart, I am still a learner. To help encourage
diversity and promote inclusion and inquiry of thought with every student, I employ the
Socratic Method, as I believe it stimulates critical thinking for all (myself included). Too
many times, classes are a derivative of the teacher, failing to factor in the tacit and
explicit knowledge of the learners. Learning can be passive, e.g., reading, but it must
eventually become active. It must move from theoretical to practical. Naturally then,
learning should follow Dr. Demings cycle of planning (P), doing (D), studying (S), and
acting (A). This cycle of learning helps test assumptions, theories, beliefs, processes, and
promotes continuous learning for both student and teacher.
Ultimately, as a teacher, I commit to the following:

I will demand honesty from my students, as they demand it from me.

I will respect each and every student for who they are as a child of God.
I will demand that my students respect one another.
I will not prejudice the grading or learning process.
I will not accept mediocrity in the classroom.
I will challenge students mental models.
I want my students to challenge my mental models.
I wont read from any course textbook in class (its the students job to read and
my job to dissect and analyze the material).
I will instruct and serve my students as best as I can, using the gifts God has
provided me (Romans 12: 6-7).
I will remain a learner at heart.
I will remember the responsibility placed on me as a teacher (James 3: 1-2).
I am not perfect; therefore, I must remember that my students are not perfect.
I will meet students where they are, spiritually, cognitively and emotionally
speaking, and try to demonstrate the fruits of the spirit in my teaching and
personality.
I will try to lead each student closer to God.
I can always improve.