Shaquille Marshs Teaching Philosophy

Teaching is more than an occupation. It is my ability to impart knowledge and facilitate

personal and intellectual growth. As a dynamic teacher, I teach to be inclusive of all learners
regardless of background. The learner-centered approach that I use is purposeful and useful.
Personalizing a topic that connects students to the course material is important in keeping
them engaged in the learning process. In my public speaking classes, I begin each class session
by asking my students to respond to a Question of the Day related to course material. This
activity assist students in practicing their public speaking skills and help them improve in the
realm of problem solving.
Learning does not take place in a vacuum. I assigned real world application assignments
in my foundations of oral communication class. These assignments simulate real world scenarios
that relate to concepts discussed in class. By assigning mini research projects, this demonstrates
to my students that learning is not confined solely to the classroom.
As a facilitator and model, it is my commitment to ensure I implement activities and
assignments within the learning environment that will assist them in learning concepts. I strive to
create a learning environment where respect for others and intellectual diversity is fundamental
and expected. In smaller class settings, at times, I use a talking stick. I use this technique to
help students practice on their listening skills and encourage quiet students to talk.
To ensure that my teaching is effective, I test application of concepts, not memorization
of definitions. I am a proponent that students play an active role in their learning. Open dialogue
with students helps provide me with insights on whether or not students are meeting my
expectations. In sum, not matter the class size or the students background or life experiences, I
am committed to teaching and highlighting relevant scholarship that will assist the student in
wanting to seek knowledge and challenge assumptions long after leaving my classroom.