Running head: EDUCATOR INTERVIEW

Steven Sheline Educator Interview in Report

Sean Rice-Kanouse
Ivy Tech Central Indiana

EDUCATOR INTERVIEW

2
Educator Background

Steven Sheline (Mr. Sheline) first began teaching in 1972 with not exactly
altruistic intentions. Though he earned a degree in math education at Indiana University
in 1968, and had completed student teaching upon graduation, he abandoned the teaching
profession for a job more mentally challenging and with better advancement
opportunities, so he accepted a job within a banking firm. Then in 1972 he started dating
a teacher, and pictured himself having the same breaks as her and the summers free. This
led to five years of teaching, two at junior high school pre-algebra level and three at high
school algebra I and II levels.
Summer 1977, Mr. Sheline quit full-time formal teaching at the elementary and
secondary level to pursue a master degree in business from Indiana University so he
would qualify to formally teach math at the college level. While attending Indiana
University, he received free tuition plus a stipend for teaching entry level math to
undergraduates while earning his master degree in business.
Spring 1981, Mr. Sheline earned his master degree in business from Indiana
University, but once again decided to pursue banking rather than teaching, and so he
accepted a job with a banking firm as a financial analyst. It would not be twenty-five
years before Mr. Sheline would return as a formal educator.
Autumn 2006, Mr. Sheline returned to formal teaching, thinking he could bring
real world application of his business experience to the classroom and have a positive
impact on students; he accepted a position at the junior high school level. Mr. Sheline
admitted it didnt hurt he would also have more time in the summer at his and his new
wifes newly built lake home.

EDUCATOR INTERVIEW

After three years of formal teaching at the, junior high school level, Mr. Sheline
realized that primary or secondary education students were not who he wanted to teach
it was adult students math, so he accepted a teaching job at Ivy Tech Community
College (Ivy Tech) Central Indiana and has been there since. Mr. Sheline teaches
quantitative reasoning, finite math and college algebra courses at Ivy Tech. Mr. Sheline
states working with much more mature students allows for more fun (for me and the
students) in the classroom, and given the content of the course, I can relate the material to
personal experiences and humorous anecdotes.
Education Philosophy and Essentials
Mr. Sheline has found that organization and classroom management skills are
necessary for effective teaching at any grade level elementary, secondary and college.
Mr. Sheline emphasizes essential qualifications a teacher should possess are to know and
thoroughly understand the material presented, and deliver the lesson in an interesting,
understandable and applicable way; all while knowing whether a student does not
understand. Mr. Sheline states a teacher intuition as you can see whether a student
understands through his or her eyes, and it is imperative to always act on any observation
that a student needs personal attention.
I believe Mr. Sheline follows an education philosophy of a progressivism
educator, which is align with how I present information to a student. Mr. Sheline, like
myself, are facilitators of constructive learning, we both present information as a resource
and a guide for students to investigate, gather data, and make decisions that end with selfevaluation. I believe Mr. Sheline and I know information should be based on the students
interests using object lessons, for instance, to create a student-centered classroom.

EDUCATOR INTERVIEW

Further learning through the instilled information into real-world problem solving is
intended to promote individual student development (Gutek, 2005).
Mr. Sheline is a firm believer that an educator must genuinely love to share his or
her knowledge to be a good teacher, and this knowledge really should be delivered with
enthusiasm. Mr. Sheline also believes knowledge of little interest to a teacher translates
differently to students than information that is of greater interest to the teacher, and the
student may takes-away less from a half-heart delivered lesson.
When I asked Mr. Sheline about his ideology regarding student differences and
classroom learning he does take into consideration that a class of students brings very
diverse experiences, and a students social, economic and cultural background may create
a challenge not only the student understanding material taught, but for a teacher
presenting the material if such differences are dismissed. Mr. Sheline does emphasis that
treating each student equally while addressing each as an individual allows for a student
teacher relationship to develop that allows for comfortable communication, necessary
feedback, and simply a better learning outcome for the student, and teacher.
Mr. Sheline states at the college level, we are dealing with (supposed) adults, so
we are not usually in contact with parents or families, though the students often confide
in us regarding outside circumstances that may interfere with their education. Conversely,
at the college level, students come together from all over the world, bringing greater
tolerance and understanding that we are not all alike in our education or experience.
I believe this to be very true, and as a previous and current student of Mr. Sheline,
I know that he takes great interest in a students learning, and if a student is not meeting
expectations, he wants to talk, to see what may be the problem, and if he can help he

EDUCATOR INTERVIEW

will, even if it is extending a deadline for a single student. I find Mr. Shelines flexibility
as a teacher to be an extremely important reminder of why to become a teacher is
important to share information, but with flexibility if we want to reach ALL who we
will teach. As a student and future educator, and now as a tutor, I follow and will follow
this same ideology seeking a students trust and allowing flexibility for his or her better
learning is essential, and as my goal, then any hurdles regarding socio, ethnic, cultural
differences will be overcome.
Like Confucius educational philosophy, Mr. Sheline incorporates lessons to
reinforce students strengths and to overcome their weaknesses, thus demonstrating his
effectiveness in using assessment as a checkpoint to identify the next step in the
educational process (Confucius, 500 BC). I believe Mr. Sheline demonstrates this
ideology in classroom time routinely, always evaluating each student for better learning,
and I accept his teaching philosophy without any refinement.

EDUCATOR INTERVIEW

6
References

Confucius. (500 BC). The Great Learning. (J. Legge Trans.) Retrieved from
4Literature: http://www.4literature.net/Confucius/GreatLearning
Gutek, G.L. (2005). Historical and philosophical foundations of education: A Biographical
introduction (4th edition). Upper Saddle River, NJ: Pearson Education.

EDUCATOR INTERVIEW
THE GREAT LEARNING by Confucius is virtue oriented; to enlighten; and foster the
highest excellence (Confucius, 500 BC)
Things have their root and their branches. Affairs have their end
and their beginning. To know what is first and what is last will
lead near to what is taught in the Great Learning.
The ancients who wished to illustrate illustrious virtue
throughout the kingdom, first ordered well their own states. Wishing
to order well their states, they first regulated their families.
Wishing to regulate their families, they first cultivated their
persons. Wishing to cultivate their persons, they first rectified
their hearts. Wishing to rectify their hearts, they first sought to be
sincere in their thoughts. Wishing to be sincere in their thoughts,
they first extended to the utmost their knowledge. Such extension of
knowledge lay in the investigation of things.
Things being investigated, knowledge became complete. Their
knowledge being complete, their thoughts were sincere. Their
thoughts being sincere, their hearts were then rectified. Their hearts
being rectified, their persons were cultivated. Their persons being
cultivated, their families were regulated. Their families being
regulated, their states were rightly governed. Their states being
rightly governed, the whole kingdom was made tranquil and happy.

EDUCATOR INTERVIEW
From the Son of Heaven down to the mass of the people, all must
consider the cultivation of the person the root of everything besides.
It cannot be, when the root is neglected, that what should spring
from it will be well ordered. It never has been the case that what was
of great importance has been slightly cared for, and, at the same
time, that what was of slight importance has been greatly cared for.
Further Reading and excerpt reference can be found at the following website:
http://www.ancienttexts.org/library/chinese/confucius/greatlearning.html