Clemmie Harris
History
 Throughout my previous
careers in the United States Army Reserve, the New York State Police,
and as a community activist I have served intensively in an instructional
capacity. Whether I was operating in the capacity of a drill
sergeant, police instructor, or as the director of a faith-based mentoring
and tutorial program preparedness, effective communication, personal
knowledge of those whose minds I am charged with the responsibility
of shaping, and the importance of leading by example have represented
the foundation of my teaching philosophy. It in these areas
that I wish spend a modicum of time discussing how each re-enforces
the other and how when applied to the University of Pennsylvania’s
academic atmosphere, through carefully constructed social relationships,
the result is the development of an overall healthy intellectual experience.
Not enough can be said about the importance
of being prepared. Anyone charged with the responsibility of
teaching understands the centrality of this point; however, they are
not the only ones, students are also keenly aware of those who are
prepared as well as those who are not. Being prepared is not
remanded to knowledge of the material or even pedagogy, it is also
central to performance. Simply put, it is not solely what you
say, it is also how you say it that matters. This is a large
part of effective communication. Being able to exude confidence
and flexibility in the performative aspect of teaching is essential.
As a Teaching Assistant (TA) such requires a delicate balance between
models of instruction that are both authoritarian and peer based.
When confidence is displayed in these areas students’ attention
is retained, and they are less likely to alienate when they see the
accessibility of the instructor.
The construction of a healthy intellectual
environment requires that the instructor possess knowledge of those
in their charge. While it may require additional time from the
very hectic world of higher education, the practice of building a
one on one relationship with students can prove pivotal in the effectiveness
of the instructor and the overall learning experience for the student.
Most students respond positively to instructors who take the time
to learn their names. But it doesn’t stop there.
When instructors provide prompt and constructive criticism to students
that are expressed in personal rather than generic terms, students
are able to feel a connection to their instructor and are more apt
to respond enthusiastically to their work and their role in the course.
This underscores the fact that a significant part of teaching is relational
and must not be underestimated.
Finally, while all that has been previously
mentioned are essential they would otherwise be ineffectual without
the last component, leading by example. Students are keenly
aware of the imbalance of power in the teaching environment; however,
it is not the issue of power but rather how the instructor uses the
power that is most important. The model that I posit is the
model of example. Thus the greatest strength of the instructor
rest not in teaching aids, it is in the instructor’s ability
to reveal the consistent connection between their words and their
actions.
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