Teaching Philosophy

I believe that teachers should be like water. Water is flexible, adapting to the shapes of its containers. It can be calm, yet strong and impactful. It supports weight, allowing others to float along its surface. Water is life-giving and life-sustaining. Similarly, great teaching requires flexibility, strength, and support. It breathes life into the words students read and brings meaning and structure to class activities.

 

I value an evidence-based approach to teaching that is grounded in pedagogical literature and scientific principles. My teaching philosophy is rooted in B.F. Skinner’s theory of radical behaviorism, complemented by a person-centered approach inspired by my career in applied behavior analysis (ABA). Behaviorism explains learning as a function of the learner’s environment, placing the responsibility for facilitating learning on the teacher’s shoulders. I appreciate this perspective because it provides systematic, research-backed methods to promote learning while offering tangible solutions when learning is impeded.

 

With this in mind, I curate a course that is conducive to learning by incorporating evidence-based practices such as reinforcement, individualized feedback, enhancing student autonomy, and using objective-driven instruction that exudes passion for the material. My core belief is that meaningful learning occurs when students not only master content but also apply the course concepts to real-world scenarios.

 

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Behavioral principles, particularly reinforcement in the form of encouragement, praise, and preferred items, are empirically supported and promote meaningful, lasting behavior change in students. I use these principles daily in my classroom by encouraging behaviors that foster learning, such as engaging in discussions, critical thinking, asking thoughtful questions, and challenging the status quo. I also use reinforcement to shape student growth by celebrating small accomplishments and continuing to build on those goals, such as encouraging increased participation, greater time spent studying, and improved quality of work.

 

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Beyond reinforcement, my teaching philosophy is deeply person-centered. I strive to inspire passion for both behavior analysis and helping others. I demonstrate my care for students by learning all their names by the second day of class, removing barriers to learning, shaping their soft skills, and extending kindness and empathy.

 

I also value student autonomy and self-advocacy, creating a classroom culture where students feel empowered to make choices, communicate their needs, and take ownership of their learning. Scientific principles and pedagogical theories are invaluable, but they have limited utility if students feel disconnected, uninspired, or stifled. Building rapport is essential for effective teaching.

 

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I hope my students will not only become effective clinicians and researchers but also individuals who make meaningful, lasting contributions to the world regardless of their career paths. I want them to carry forward my passion for behavior analysis, using it to become skilled scientist-practitioners who improve lives. My greatest aspiration is for students to take the knowledge I’ve given them and apply it to solving real-world problems, whether in their own lives, in helping others, or in creating broader societal change.

 

Through my teaching, I hope to instill the belief that kindness matters, hard work and ambition pay off, and even the most daunting goals can be achieved—one small, discrete step at a time. I want my students to feel empowered to solve problems once thought unsolvable. My hopes for my students are achievable—you just need to add a little bit of water.