Teaching Philosophy

A teacher is entrusted with the important role of delivering knowledge. However, it is through the collaboration of instructors and students, and the combination of theoretical knowledge and practical experience that I believe learning at the post-secondary level surpasses the simple dissemination of information. An active and fair learning environment allows students to think critically and creatively, pursue resources to achieve their learning goals, and self-evaluate their performance to ultimately enhance their motivation, engagement, and knowledge (Kolb, 2015). While my teaching is adapted to meet the specific requirements of each individual course and the diverse learning needs of students, my overarching teaching philosophy, objectives, and methods of instruction are driven by four pedagogical principles: confidence, flexibility, structure, and independence.

Confidence

Students are sensitive when confronting a new subject and it is at this juncture that there is the potential for them to form either an enduring passion for or an avoidance of new material. As a teacher, I aim to provide students with a nurturing environment to grow confidence and passion for new subjects. I strive to do more than competently deliver instruction in the classroom. I teach students successful practices of thinking and work to help them recognize and achieve their goals. My meetings with students often go beyond course content and assignments, as we explore ideas and possibilities that allow them to gain confidence and realize their potential. For example, first-year fashion students and I discuss prospective opportunities and career avenues in fashion and strategies to balance their time between family, friends, and school. As a previous Fashion Design and Fashion MA student, current students can relate to my knowledge and advice. I believe that my experience, dedication, and patience explain the strong rapport I develop with students because they learn that I respect their ideas and have confidence in their ability to succeed. Furthermore, I can develop a relationship based on reciprocal respect with students, as opposed to one grounded in authority.

Flexibility

I believe that we all have the capacity to learn anything. However, I do not believe that everyone learns in the same way. As a teacher, I recognize students' different learning styles and diverse backgrounds and do not conform to a single teaching style. Instead, I deconstruct and alter my course material to suit a variety of learning needs. I can more inclusively capture a broad spectrum of learning abilities by delivering content through various styles. For example, when teaching pattern drafting, some first-year students find it difficult to envision the result through a paper manipulation alone. Thus, as often as possible, I provide students with tangible examples to illustrate how two-dimensional manipulations on paper translate into finished, three-dimensional garments.

Flexibility and Inclusivity in a Changing Educational Environment

In response to COVID-19, I was responsible for virtualizing the remainder of five courses during the Winter 2020 semester. In preparation for subsequent remote teaching, I attended a variety of training webinars, including ways to build community, engage and support students online, and how to teach studio courses in a virtual environment. I have actively applied this knowledge to all courses that I have taught remotely since May 2020, both at Toronto Metropolitan University and the Humber College. This included recording online lectures, hosting weekly Zoom lectures, adapting assignments for online platforms, and adapting and developing online examinations. Specifically, for most of my courses, to accommodate students in varying situations (e.g., different times zones, caring for others, etc.), I adopted a flipped classroom approach, where a portion of each week’s lecture material is pre-recorded and posted prior to live class discussions and activities. While the workshops that I have attended have been invaluable during my transition to remote learning, I have learned that it is equally important to remain flexible, supportive, and accommodating as we navigate uncharted territory as a learning community. During this time, I have also dedicated time to listening, and to learning about vital topics such as equity, diversity, and inclusion, and challenging anti-Black and anti-Asian racism in the classroom. I hope to continue pushing the envelope and learning as a teacher to support and encourage students.

Structure

To foster a successful learning environment and allow students to reach their goals, I believe the parameters of each course must be well-defined and accessible. As such, I explicitly communicate course policies, expectations, descriptions of assignments, deadlines, and anticipated learning outcomes and provide students with detailed rubrics and weekly objectives. I ensure that my evaluations and assessments of students’ work are fair and relevant to the goals of the course, and I provide students with extensive feedback for each assignment. With the resources to identify and correct their errors through constructive feedback, students can progress and improve their understanding of course content. My comments are clear, concise, and tie each assignment to the objectives of the course, allowing students to better understand the feedback they receive. This has been favourably received, as students have advised me that they use my feedback as a tool to prepare for future assignments and examinations. I encourage students to meet with me to review and discuss feedback, and I am available and eager to provide further support to students requiring additional clarification and assistance with upcoming assessments.

Independence

I aim to mentor students to independently continue to apply the techniques, methods, and knowledge they have obtained both inside and outside of the classroom, as opposed to simply memorizing the material for examinations. I encourage students to personalize their knowledge and use it throughout their education and into their careers. For example, after travelling to Haiti for a first-hand account of the fashion industry in a developing country, I shared my experience with a class of 180 first-year fashion students. This allowed me to illustrate the breadth of possibilities for students outside the classroom. I have also discussed internship possibilities and further education options with undergraduate students.

Confidence, flexibility, structure, and independence are not mutually exclusive philosophies. Instead, they interact to create something more meaningful than each of them could achieve on their own. For example, through the flexible implementation of a variety of learning techniques, I can create a safe and intellectually rigorous environment for students to gain confidence. This confidence is further nurtured in a structuredlearning setting that allows students to gain independence and master the concepts, theories, and techniques being taught.

Ultimately, I aim to foster a positive learning environment that allows students to discover and develop the abilities that they already have the potential for as critical and reflexive thinkers, and creative and technically savvy innovators. Having been a post-secondary and graduate student myself for over a decade, I have realized how thrilling it is to be in an inclusive class where I am expected and encouraged to excel, and I aim to create this dynamic environment for my students. As a teacher, I enter each situation as a bearer of knowledge and experience, but also as a student eager to learn. I am willing to ask questions and I will continue to actively reflect on my teaching experience to revise and adapt my practice.