MY TEACHING PHILOSOPHY

Every time I enter my classroom, I remind myself that I am entering a community. Each student brings a unique story shaped by their background, academic major, and lived experience. My role as an educator is to create a space where those stories can be shared and valued, and where students can connect communication theory to the world around them. The liberal arts commitment to giving students the tools they need to become autonomous thinkers informs my teaching philosophy. I believe that education should empower students to find their voices and equip them with the skills to strengthen their communities.

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Most of my teaching experience has been as the instructor of record for general education communication courses, which means I have had the privilege of working with students from every major and background—many of whom come from Memphis’ urban public school system. Teaching in this context has reaffirmed my belief that communication lies at the heart of the liberal arts; it enables students to think critically, listen empathetically, and engage across difference. My goal is to make course content meaningful beyond the classroom, and to help students see how communication concepts influence the world around them.

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My teaching is grounded in inclusive pedagogy. I design my courses according to CAST’s three Universal Design for Learning (UDL) guidelines—engagement, representation, and action and expression—to encourage student learning through multiple pathways (e.g., writing, discussion, creative projects, and oral presentations). I use scaffolded assignments, such as outlines and research checkpoints, to provide opportunities for feedback and build confidence over time.

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I have taught the communication department’s basic course throughout my graduate experience—a course that usually entails a healthy dose of public speaking. For many of my students, my classroom is where they face one of their greatest fears. It is always at the forefront of my mind that the associations my students form with public speaking will follow them throughout their professional pursuits, so I work to transform fear into courage by meeting students where they are with personalized strategies for success.

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One of my favorite teaching traditions is to begin each class with an attendance question. Instead of roll call, I ask students an open-ended question (e.g., “If you could learn any skill instantly, what would it be and why?”), offer my personal answer to the question, and invite each student to answer as well in order to be marked present. While it may seem simple, this practice encourages students to share their voices in a low-stakes setting and listen to one another with genuine interest. It builds community, normalizes participation, and reminds students that every peer’s perspective enriches our classroom culture. I integrate small-group activities, partner discussions (e.g., think-pair-share), and game-based methods (e.g., Kahoot trivia games) into my curriculum to further ensure that each student has an opportunity to contribute meaningfully to the classroom climate—even if they do not feel comfortable speaking in front of the whole class.

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Above all, I strive to make every student feel seen and capable. I learn their names, pronouns, goals, and interests because education is most powerful when it happens in a community where each person feels valued and heard. As Maya Angelou reminds us, “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” My hope is that students leave my classroom not only as stronger scholars, but also as more empathetic and reflective communicators