Grade(s): 9 / 10 / 11 / 12
School: Skyline High School CDC
Dulani Masimini Teaching Philosophy 2015 Statement of Teaching Philosophy
As a teacher, I aim to perpetuate knowledge and inspire learning.
More specifically, as a student learner, I introduce students to Blooms
Taxonomy and ask them to articulate their reactions, not only presenting
a repertoire but also teaching independent critical listening and thinking.
To this end, I seek a balance in my courses between lecturing to students
and asking them to make discoveries. I encourage students to engage with
the topic at hand, with me, and with each other in the belief that good
teaching depends upon intellectual exchange. My approach to student
assessment reflects my two goals. First, the student is expected to
master a body of knowledge by demonstrating on exams a familiarity
with those authors, evidence, terms, and concepts studied in the course.
Second, students are given the opportunity to reflect upon the material at
greater leisure in written assignments that emphasize the skills of critical
thinking and listening acquired during the semester. While my standards
are high, I help the students to meet expectations by providing office hours,
review sessions, and the chance to submit draft papers and revisions. I
believe in a flexible manner of instruction, responsive to the unique
atmosphere of a given class. In conducting either a large lecture or small
seminar, I am aware of students’ different experiences and temperaments
in hopes of developing their strengths while ameliorating their weaknesses.
Every student, regardless of background, can improve his or her ability to
listen to and understand theories and concepts. In lectures, discussions,
and assignments, I show that music responds to various modes of inquiry: analytic,
hermeneutic, cultural, and historical; thus, students are equipped to explore
the possibilities of each perspective and emboldened to push beyond their
own experience to expand their skills. In the end, I have enriched a student’s
ability to think about, discuss, and listen to concepts with a new awareness
of the aesthetic and humanistic significance.