Teaching Philosophy:
The cornerstone of my teaching philosophy is that I view myself less as an instructor and more as a guide on the path to knowledge. I like to encourage students to take more responsibility for their education, and I endeavor to remind my students that they are adults and already possess many of the tools they need to learn and reflect critically. I believe strongly in the encouragement and self-empowerment of my students.
Being a guide to me is taking students along a trail from novice to expert on the course’s material. I first believe in showing them the “map” for the course and explaining why I use particular activities or assignments. This transparency I feel is very important because it builds trust between myself and the students, and creates an atmosphere more conducive to learning. Additionally, as a guide I point out landmarks or foundational concepts along the way which will enable students to build on ideas and eventually follow that trail without me. For example, teaching about Earth’s energy balance in order to later understand the impacts of greenhouse gases and global temperatures.
Part of the way I accomplish this is through fostering personal connections between places, and I do this through geography. Geography revolves around the natural and social relationships between places. Connecting students with the things and places they are already familiar with to the wider world, shows them they already have a baseline of knowledge. For example, at my previous institution in Nevada, I would present students with photographs of the surrounding area and other high deserts such as Patagonia, and ask them to note the similarities. I’d then go on to point out they already know what climates these places have because they already know what the weather was like where we were. By transforming the unfamiliar into the familiar, students gain confidence in their existing knowledge and are better equipped to expand it in meaningful ways.
Another way I guide my students is through humor and enthusiasm. I’m excited about what I’m teaching, and so in bringing that energy to the classroom, I hope to help students also feel the same excitement. Whether this is being excited about the rock cycle or sharing catchy mnemonics (e.g., “the reason for the season” aka axial tilt), I try to add an aspect of amusement to my lectures which allows the students to be less tense and more open to learning. I’ve found this also lessens the space between instructor and students which too helps in the learning process by moving away from a strict authority-based structure.
Ultimately, I aim to cultivate confident, curious learners who see themselves as capable participants in the learning process. Through connection, transparency, and enthusiasm, I strive to create a classroom environment where students not only gain knowledge but also grow as independent thinkers. My hope is that they leave my class not just with information, but with the mindset and tools to continue exploring long after the course ends.
Example Teaching Materials:
Victoria Harris 