Michael
Ramirez
Department
of Sociology
University
of Georgia
Michael
Ramirez
Department
of Sociology
University
of Georgia
Teaching Philosophy
I see teaching as a way to ground abstract, impersonal theory and information into a more useful and real-world application. I conceive of teaching as a way to help students develop a better understanding of their world and as a means of improving lives.
I fully believe that the best way to learn is through both an interactive approach and through writing. Learning is not unidirectional. It requires an active discussion between teacher and students, and between the student and the text. Furthermore, I see writing as a method of inquiry, as a means to more fully understand and develop our understandings of the world.
It is now widely known that students learn under a variety of learning styles. While traditional teaching (the lecture style in particular) is an efficient and structured way to organize learning, it may help only a portion of the class absorb and understand the material. Furthermore, the rate of information retention gathered from the lecture method is surprisingly low. As such, I teach through a variety of methods (lectures, group discussions, activities, writing, films), ensuring not only interest, but also the greater chance of helping all students understand the course material. I also try to alter my teaching methods every twenty to thirty minutes to sustain student interest (as well as my own).
My main goal in teaching is to make the material not only accessible, but interesting and relevant to students’ lives outside the classroom as well. While learning can be a tiring endeavor, it does not have to be dry. One of my primary goals in teaching sociology is to make sociological concepts apparent in the students’ lives outside the classroom. I have students keep a series of journals in which they are to discuss how each week’s topics “play out” in their lives. Students can be fairly open in their writing, if they are comfortable doing so. I constantly remind them that I will be the only person reading their entries and that their writing should illustrate their understanding of class content. For those students who do not want to discuss aspects of their lives through writing, I recommend their writing on media depictions of course concepts.
Creativity in the classroom not only makes the material more understandable, but it also facilitates the retention and absorption of information. I always allow some room for student creativity, whether through their writing or research projects. Sometimes looking outside the box requires writing (or researching) outside the box as well. However, I stress that even the most creative projects will still have to primarily focus on and contribute to knowledge useable to sociology. For instance, to help students better understand core concepts, I ask them to complete a dual assignment. First, students are do define of a concept of their choice, followed by an extended explanation illustrating how it materializes in the real world. The second part of the assignment is for the students to create a visual representation of the concept. They may submit a drawing, collage, or any other creative depiction that illustrates the concept. I believe this type of assignment involves greater investment in understanding what may be start out as an abstract, detached concept.
I attempt to always adapt my teaching methods to fit each particular class that I am in contact with. Again, I use a combination of lectures, group discussions, student-led discussions, and activities to get students to understand the material as best they can. Furthermore, I offer sporadic opportunities for students to evaluate my performance in the class throughout the semester. I read through their anonymous comments and attempt to take their suggestions into account immediately.
Lastly, I
attempt to
assess student
learning throughout
the course.
I sporadically
conclude class
sessions with
assessment
techniques
that help
gauge students’
understanding
of course
material.
Obviously,
I also use
traditional
methods of
assessment—testing.
My experience
has shown
that in any
given class,
a portion
of the students
prefer multiple
choice questions,
while others
favor essay
questions
that involve
writing.
To accommodate
both, I include
both types
of questions
on exams I
give. My
exams begin
with multiple
choice questions,
followed by
short answer
questions,
and end with
essay questions.
I often provide
some choice
in the essay
questions
(“Answer 2
of the following
3 questions”).
As such, I
provide some
flexibility
in students’
responses
to exam questions.
I believe
such flexibility,
not only in
constructing
exams but
also in all
aspects of
teaching,
is crucial
to create
a classroom
environment
that is conducive
to learning
and sustaining
interest.
Contact Information:
Email: mramirez@arches.uga.edu
Office: 402 Baldwin Hall
Office phone: 706-542-1198