MICHAEL G.
LANYI M.A. B.A. B.Sc.
Department of Economics, Simon Fraser
University
8888 University Drive, Burnaby, BC, Canada
V5A 1S6
Tel: (604) 630–6199 Email: mglanyi@sfu.ca
TEACHING PHILOSOPHY
Education is the pursuit of true knowledge, and it develops
creativity. It should prepare students to deal effectively with the everyday
circumstances of the real world. Working as an Instructor and as a Teaching Assistant
for several years gave me a basic understanding about college students. I know
that they are all adults and should be treated with respect. They are mature
and capable individuals who can make their choices. Every one of them has unique
talents and experiences. My goal is to have empathy for my students and the
difficulties many of them encounter in the process to become educated.
Learning
is living, and living is learning. Therefore, it is important for the learner
to participate actively in the process. It is my job to engage all the students
in participation. I not only need to provide the new information, but also try
to facilitate critical thinking and building a bridge with outside world.
The
instructor is there to give knowledge to the learners, to help and encourage them,
to re-explain what they might not understand, to inspire them with confidence
to be able to work through their assignments, to prepare them for their exams
by answering all of their arising questions. An instructor should be available
for outside classroom help if that is necessary.
The
teacher's behaviour during lectures and office hours influences the students'
mood, receptivity and motivation. If the instructor feels enthusiastic about
the material that teaches, the learners will feel keen and interested about the
topic. I believe in giving my students good examples and models rather than
criticizing their own work.
When
it is necessary I feel free to engage students' senses in the learning process.
Last semester I taught an evening class, and one rainy night noticed that the concentration
of my students lapsed a bit by the end of the first hour. I decided to do
something extraordinary in order to make them feel focused again. Therefore, I
did jump up on the table in a second, and wrote the next formula on the board
from there. Everybody became wide eyed and alert again. Another time, when I
have got many questions involving the same topic from several students, I felt
the need to prepare a different approach for the next class and start again the
same discussion from scratch. Finally, everyone got the essence of that
lecture; they just needed a fresh angle to look at that specific model from.
I
should also never forget that the type of assessment - exams, tests,
assignments -also influences the students' learning and involvement. I do make
up my own exams therefore, not relying on the convenient sources from the
internet or the writers of the book, but on the exact material I have communicated
to my students.
My
role involves setting the right scene for learning by providing the right
opportunities both in and outside the classroom. The classroom atmosphere should
be relaxed and participation needed to be encouraged. Since I am the
instructor, I must set the classroom "tone" in everything from my
dress to the way I present myself. I must appear to be knowledgeable, but also
approachable.