Michael Mina

Teaching Philosophy

It is said that learning is both a journey and a destination. I see it as a lifelong process similar to climbing a mountain, but with one important difference: one will never reach the summit because no summit exists. The teacher, therefore, never ceases to be a student.

My students often have questions I never thought to ask, and present ideas that had not occurred to me. I am not ashamed to tell them when I do not have an answer to their questions, and I use those occasions as opportunities to enhance interaction among my students as we collectively try to find solutions. This reinforces the idea that learning is both a journey and a destination, and that the students are being taught by someone who is still a student in some ways, and are learning together with that student. This helps establish a rapport more conducive to learning.

In addition to establishing rapport, the effective teacher must also seek to impart an enthusiasm for the material. Using a variety of learning artifacts helps enrich the student learning experience and increase this enthusiasm. I make extensive use of downloadable PowerPoint presentations, supplemental handouts, free software (some of which I have developed), electronic checklists, electronic project plans and customized electronic documents that contain links to valuable web sites. I also incorporate real-world problems into classroom activities. When teaching details, I try to share the larger view, explaining the way that pieces of knowledge are assembled into a coherent and attractive whole. I believe that this enhances the desire of students to learn. 

Teaching plays a role in my own professional development as well. It requires me to clearly explain that which I must teach, and presents opportunities for me to address my own shortcomings in understanding the material.

As I recall those teachers who had the greatest influence on my learning, from kindergarten through graduate school, I realize that they were patient, enthusiastic and invested in the success of each student. I always viewed them as learners as well as teachers, even before I was able to articulate that view. I hope that some of my students will come to believe that I fit in this category.