Teaching Philosophy

Wolford Teaching Philosophy

As a student, I remember the desperation to connect my learning with my life or future. I longed for interactive classes. Now, I recognize that the interactive lessons are the ones I remember the most. The lessons included discussions, roleplays, recreational therapy, honest "venting" sessions, and movement. I know that the classes challenged my beliefs and supported me while pushing me just outside of my comfort zone. These are the classes that shaped the counselor and counselor educator I am today. In the pursuit of knowledge and autonomy, I utilize the foundational aspects of critical pedagogy to assist students in discovering critical thinking and personal empowerment.

Personal Core Beliefs

As a white, cis-gendered female born in the United States, I have many privileges. In my early years as a college student, I faced challenges that transformed my beliefs about the world. I tend towards an inclusive growth mindset. However, I am not without fault. I continue to learn, make mistakes, and correct my actions, speech, or thinking. Within the lens of empowering others, I struggle to feel comfortable mediating discussions related to race, sexual orientation, and poverty. Though I have strong convictions, I find myself caught in a tennis match of challenging students, providing a space for marginalized students to have a voice, and allowing students to decide for themselves. This is a growth area that I continue to develop.

Though my experience as an educator is slim, I find that I take on a confident, loud, and flexible persona in counseling and teaching. I enjoy finding new ways to teach topics, such as using competition with commercial jingles to teach memory and positive reinforcement. When discussing empathy, I have everyone write what they are feeling, throw the paper around the classroom, and then share whichever one they picked up. I aim for the students to be as involved in the material as possible. I have deep respect for students and refuse to waste their time with insignificant facts. I believe a classroom should be a space of development and personally applicable learning. Each student may take something different from each class, but I feel that I have failed as a teacher if they leave the class knowing nothing more than Pavlov was somehow associated with dogs. This respect, connection, and hope for our future are what drives my passion for being a counselor educator. I believe that the students in my classroom will change the world, and I am honored to be part of that journey with them.

Teaching Counselor Trainees

Creating a safe space where students are heard, can question material, and think critically provides a space for counselor trainees to practice their basic counseling skills. Of course, some learning objectives require clear descriptions and precise answers to any questions students may have. Still, every opportunity I have to reflect their own question to them is an opportunity for them to grow as individuals and as counselors. If I can help them practice those skills when working in groups, they become more comfortable with challenging clients to discover their own answers.

Looking at the research and program evaluation course, it is tempting to use a Constructivist approach and simply teach them the concrete and necessary information. However, I do not see that being conducive to personal development, professional development, or societal development. When a student asks, "Why can't I..." my goal is to guide them through questioning the roadblocks and creating a new path. This method requires students to have confidence in themselves and trust in me. I work to establish trust and connection to students by showing genuine interest in their passions, well-being, and taking their ideas seriously.

As Whitman and Beeson (2019) state, critical pedagogy challenges educators and students to take personal experiences, beliefs, and new perspectives and rewrite or revise their professional and personal identity. This objective cannot be measured using standardized tests. Though I use the quizzes to prepare students for the National Counselor Exam, most of my assessment is rooted in their engagement in the material, both in-person and online. These assessments consist of looking for critical thinking skills, applying the material, and the student's ability to listen and consider other perspectives. As this can become subjective, I maintain other traditional forms of assessment in much of their grading, including participation as part of their grade.

Conclusion

As a counselor educator using a critical pedagogy foundation, I aim to provide a safe and inclusive space for counselor trainees to grow, think critically, and develop their identity while learning the necessary material. I hope to facilitate difficult discussions about diversity, provide opportunities for students to practice their counseling skills, and create an atmosphere of respect. Through online discussions, projects, and in-class participation, I will assess their development as counselors and professionals. I hope to provide an interactive space that they can reflect on as they continue to grow. In conjunction with the course material, my goal is that each student leaves the classroom with confidence in themselves, questions about the world, and tools to discuss complex topics.

References

Hays, P. A. (2001). Addressing Cultural Complexities in Practice: A Framework for Clinicians and Counselors. Washington, D. C.: American Psychological Association.

Whitman, J. S., & Beeson, E. T., (2019). Developing a personal philosophy of teaching. In Haddock, L.R., & Whitman, J.S. (eds.), Preparing the educator in counselor education: A comprehensive guide to building knowledge and developing skills (pp. 13-34). Routledge..