Ratings of teaching reflect strong investment of time in teacher preparation. Since my arrival at UCF, I have taught in three different modalities including A) Traditional Face to Face, B) Mixed modality with a percentage of the course online, and C) Fully online courses. In addition to the modality, I have had the pleasure of teaching undergraduates, masters, and doctoral level courses. The mean course size for undergraduates was 35, 30 for masters, and 5 for doctoral courses. The majority of my courses are taught online for our fully online Masters of Arts program within exceptional education. The masters level courses I typically teach include, EEX 6612 Behavior Management, EEX 6297 Assessment, EMR 6235 Nature of Severe and Profound Disabilities, EEX 6342 Critical Issues, and EEX 6061 Instructional Strategies. At the undergraduate level I teach EEX 4601 methods for behavior management and at the doctoral level I teach IDS 7500 Single Subject Design Research.Statement of Philosophy of Teaching
My teaching philosophy is based on the foundations of Skinner, Watson, Baily, Sidman and Wolf. I believe that all students are unique learners, and that a one-size-fits-all approach does not hold true in the performance of individuals. In contrast, I am committed to an idiographic approach to teaching, in which I attempt to tailor instruction to a student's particular needs.
As a teacher who is in the early stages of a university teaching career, I believe that centering my teaching philosophy around the concept of the "individual” has helped me to connect with my students and learn how best to teach them. This approach supports three important teaching goals: 1) active relationships with students 2) feedback from students 3) student participation in the learning process. I was first exposed to the concept as a graduate student in an Experimental Analysis of Behavior course. During this course, one experimental project laid the foundation for my current teaching philosophy. My task was to teach an individual with severe maladaptive behavior to request help rather than through a severe tantrum. At first my attempts at instructing this individual failed and rather than teaching the student to request help the tantrums increased in both duration and intensity. I quickly learned that the problem was not with the student, but rather with my method of teaching. It was not long before I learned that the required schedule of reinforcement was different from other students I had previously worked with. Therefore, I learned that indeed, “the organism is always right” (Skinner, 1948, p.240) and must govern one’s approach to teaching and learning. When I apply this concept to my own philosophy of teaching, I learn to help the students who are having difficulty learning by incorporating more detail, patience, and universal design of my instruction and teaching style.
UCF Online Class Platform
UCF is now using Canvas as the platform for all online courses . You can get a student orientation of Canvas with the following link: https://training.instructure.com/courses/347469/