Year Awarded: 2008
College of Rosen Hospitality and Management
Financial & Managerial Accounting
I think the goal of teaching is to help and guide students to become intelligent and socially responsible members of society. However, this logical goal is often clouded by affective domains of learners and teachers together. For this reason, the responsibility of the teacher must include accommodating emotions of learners as well.
I teach accounting and finance - not everyone‘s favorite subjects. Students often express their frustration regarding the confusing aspects of the material. This is simply an emotional consequence driven by cognitive obstacles imposed to learners. On the other hand, many educators in the field of Hospitality Management have addressed the difficulty of teaching business material pointing out the students‘ lack of ability and interest. This presents a cognitive difficulty for teachers created by the emotional reaction of the learners. These cognitions and emotions can create a negative cyclical pattern of confusion for both teacher and learner.
Through observing the possibilities for confusion, I was able to further clarify my goal for teaching. I am a firm believer that every student accepted to a higher level educational system has enough cognitive capacity to learn any subject. This assumption led me to the conclusion that altering delivery style may improve the learning environment. In two educational systems, I have tried to help students remove the emotional barrier related to the content. I do this by stimulating each student‘s genetic capacity for “logical thinking.”
Through the approach mentioned above, I have noticed improvements in learning behavior. By helping students understand that seemingly complicated techniques are simply mechanical variations of core logic, I observe increased comprehension and interest. Further, I notice increased voluntary student involvement. This convinces me that teachers can help students learn effectively by developing their logical instincts.
In this context, teaching may be viewed as a “creative science.” It should maximize students‘ learning capacity by stimulating their desire and interest. This creative science deviates from forceful delivery of content. Teaching should always be a mutual cognitive and affective exchange between the teacher and students. This is my teaching philosophy.