Rachel B. Tambling

Teaching Philosophy

Doctoral Candidate

Department of
Child and Family Development
Marriage and Family Therapy

University of Georgia

Teaching and Learning
I believe that effective learning occurs in a collaborative context in which teachers and students alike participate in the teaching and learning process. Students who are engaged, who take responsibility for their own teaching, are those most likely to learn. Classes are most beneficial for students when a comfortable, supportive atmosphere is maintained. As an instructor, it is my responsibility to not only maintain an atmosphere in which learning is possible, but to create a classroom in which students can direct their own learning process, learn from one another, and explore new subject matter. Students are encouraged to be both respectful and challenging of the views of others. Most importantly, I hope to foster an excitement for and genuine interest in the subject matter.

 Implementation of the Philosophy
In each course I teach I make efforts to include many opportunities for collaborative learning. I encourage group work, discussion, and student participation in teaching and learning. From syllabus construction to final grading, student actively direct their learning. Students in my courses are given the opportunity to select from a “menu” of assignments, allowing each student to select projects they find personally meaningful and appropriate for their learning goals. Students in graduate level courses are encouraged to take this process further, developing their own assignments to complete. I offer many opportunities for student feedback in the development of scoring rubrics for evaluating student papers and in determining what will be taught in a semester. I also encourage students to present material of interest to them to the class as a whole and to pose personally relevant questions to the group.

Email Rachel
CHFD Homepage