Teaching Philosophy

“Every question selects a field of answers.”- Kenneth Burke (1950, p. 213)

I approach the classroom with this guiding principle: to teach is to learn. This idea stems from Kenneth Burke’s theory of identification, which speaks to how people use language and communication to connect with others. Rhetoric, and identification rhetoric specifically shapes my teaching philosophy. Hence, my approach to teaching is focused on my audience (the students) and finding the type of language/communication that allows me to share nuanced ideas with them in more familiar ways. This starts simply by being an active listener in the classroom, attending not only to what students say but how and when they share information. I also consider my students' non-verbal cues as it becomes valuable information for tailoring an effective lesson. This allows me to engage students through lectures, class discussions, and activities, forging strong connections between theory and practice. As such, identification as a concept governs my overall approach as an instructor. I use identification as a teaching philosophy in three ways: presenting audience-centered information, using the notion of Kairos, and employing reflexivity as a way of interrogating how I participate in interactions.

In Persuasion, identification deals with the speakers use of shared language to make connections with the audience. My teaching centers around identification, and this starts by learning all my student’s names on the first day of class, creating a frame for interacting that is built on mutual respect. The simple act of referring to students by name empowers them to participate and to feel comfortable sharing their personal perspective with the group. The check-in activity I use to start each class gives students an opportunity to share openly about how they see theory playing out in their daily experiences. This allows for a temporary break from the student-teacher roles we occupy and offer insights as to how students are noticing persuasion outside of the classroom. During the dialogue portion of the class, students engage in conversations about different areas they see theory playing out, like when browsing social media, watching a movie, or while interacting with friends. For example, when students talk about Memes on the internet, it allows me to create lesson plans showing Memes as a form of cultural persuasion. The Memes we analyze and dissect as a group becomes a shared reference point for talking about other theories and ideas. Something that could seem trivial, such as a Meme, takes a critical turn when students are able to notice the interplay of theory and practice coming to life.

While identifying around a shared understanding offers opportunities for connecting with students in familiar ways; having a sense of when to share certain information is crucial for student reception. Again, the check-in activity is a way of listening with students regarding what currently captures their attention. For instance, during the Spring 2018 semester, I designed my Persuasion and Media course to coordinate the teaching of Kairos with the week of the Super Bowl. Kairos, the Greek notion for the timely presentation of information by a speaker is used to help students understand how persuasive arguments change with time. This showed students how time and social trends impacts an audiences’ willingness to act on persuasive messages. The timeliness of ads designed for the big game creates a connection between the theory and its practice that students are able to notice with ease due to the cultural significance of an event like the Super Bowl.

Lastly, reflexivity deals with self-inquiry as a means of achieving growth in the classroom environment. This involves continually assessing my communication with students and their feedback (verbal and non-verbal) to my messages. Moreover, this forces me to think and notice in new ways, which helps me connect with students, and to continuously build lessons tailored to their perspectives. This is only possible through continued self-evaluation. A rhetorical approach to teaching allows me to foster a collaborative classroom space that offers both teacher and students the opportunity to grow as a learning community. My goal is to encourage students to become critical investigators who are actively investigating sources of influence in their daily lives.