Heather Luman’s Teaching Philosophy:

Look. Listen.  Encourage.

Look

Students do not learn in a vacuum.  They are impacted by stressors in their environment and other demands on their time.  The first tenet of my teaching philosophy is to see the whole person.  If I fail to see the whole person, I fail to help my students. 

Issues such as time management, organization, and getting support determine student success more than a natural aptitude for mathematics.  To address non-academic deficits, I have created a multitude of resources, some of which are posted on my website. 

Videos

I create content videos so that students who miss class can still learn the material.  Videos also allow students to review the material multiple times at various speeds.  They can speed up or slow down the videos; they can pause to take it all in. 

Executive Functioning Tools

My website boasts several tools I use every semester to encourage good habits such as organization, time management and self-reflection.  These skills are part of executive functioning which takes place in the pre-frontal cortex, a part of the brain that does not fully develop until the age of 25.  Rewarding students for staying organized, getting help, and attending classes teaches students how these basic skills can improve their academic performance. 

Listen

To produce a successful product, you must listen to what your client wants.  Likewise, to be a successful instructor, I must listen to my students.  I pay careful attention to what students say, especially when they give the wrong answer.  I compile a list of common mistakes which I incorporate into my lectures.  Whenever I come across a new way of misunderstanding a topic, I add this misconception to my lecture notes so I can cover it in future semesters. 

I also use graded assignments (quizzes, classwork, homework) to modify the way I teach.  For example, if I am grading a homework assignment and I see that most students missed a certain problem, I remediate that topic in a subsequent lecture and revise the way I teach that topic in the future.  One specific example of this is when I realized my Intermediate Algebra students didn’t understand the difference between solving linear equations and solving quadratic equations.  I created a one-page handout on the difference which I incorporated into my lecture notes.

 Additionally, I request frequent feedback from students and make small, reasonable modifications for each class every semester. For example, one student shared with me he felt stressed when I put up timers for quizzes, so I stopped doing that.  Simple changes such as these can make a world of difference to a student, making them feel heard and seen and understood.

Encourage

Part of my job is helping students believe they can succeed.  To this end, I supply frequent feedback in the form of quizzes, homework, and class participation.  Any student who struggles with these small assessments is encouraged to seek help.  I use grade forms to check in with students after every exam and encourage them to ask for help through the “Getting Help” and “Better Together” badges.

To create a supportive, inclusive atmosphere in my classroom, I do many things. The first and possibly most important goal is to alleviate fear and shame. If students fear giving the wrong answer or making a mistake, they are less likely to participate in class or attempt the homework.  If students believe they might be embarrassed in class, they will never speak up.  Instead of shaming students, I praise their mistakes and remind them that mistakes are a part of the learning process. I also practice humility by owning my own mistakes so students see me as a fellow human rather than an untouchable mathematical guru.

Secondly, I work to build a sense of community both in and outside of the classroom.  Even the most miserable task can be fun if you do it with friends.  I encourage groupwork and collaboration among students.  I engage in many activities throughout the semester to build community and encourage students to exchange contact information with each other so they can help one another outside of class. 

Thirdly, I strongly believe that humor and silliness have a place in the classroom.  Without compromising academic rigor, I find fun and silly ways to explain mathematical concepts, bringing levity so that students can laugh, even when solving difficult problems.

In conclusion, my teaching philosophy ensure that students in my classroom are seen, listened to and encouraged.