Hailey Otis Teaching Philosophy

A primary theme that runs through my teaching is my humanistic approach, which

allows my students to interact with course content in a way that is meaningful to them.
By humanistic, I mean an approach that puts more agency into the hands of the student
while understanding that the cognitive and affective aspects of learning are not mutually
exclusive. I craft each in-class and homework activity in a way that allows students to
apply each activity to their interests and their personal goals for the class. For example,
when I write quizzes for my Public Speaking class, I include several short answer
questions that require students to apply course content to their particular speech topic.
From a humanistic teaching and learning standpoint, this empowers students to take
ownership of the material as they decide how much effort to put into each quiz question,
with the knowledge that their answer is meaningful beyond the few points assigned to it
on the quiz.
My humanistic approach to teaching and learning also functions in a way that
recognizes students as whole people, not exclusively consumers of a product.
Recognizing my students as people means more work on my part, as I must tailor my
teaching style to meet the diverse needs of a diverse group of people. I do my best to
meet these needs by mixing up my teaching style and ensuring that no single lecture
ever caters to just one particular learning style. For example, I almost always use a
PowerPoint for those that function as visual learners and I incorporate graphs and
flowcharts when possible for those who function as logical learners. I frequently break
students up into small groups so those that function as social learners can thrive;
however, I also allow students to work alone at times and submit written feedback on a
particular lesson so that those students who function as solitary learners can benefit
from the lesson as well.
Beyond, but also related to, my humanistic approach to teaching and learning are my
four core values as a teacher: extensive feedback, inclusivity and safety, open
communication, and relationship building. When grading assignments, I give ample

written feedback so as to provide students with much more than a number in relation to
their progress. I also iterate substantial verbal feedback whenever appropriate and
constructive in the classroom. In my classroom, I strive to foster an environment of
inclusivity and safety by respecting each individual student for who they are as people
and demanding the same respect from each and every one of their peers. I do not
tolerate non-inclusive language or actions and I use instances of non-inclusivity to open
up discussion with my class about why inclusivity is vital. I encourage open
communication by allowing students to communicate with me in whatever format they
prefer, whether it be a quick conversation after class, an extended meeting in office
hours, or via email. I generally respond to emails within a few hours and I am always
willing to work with a students schedule so that I can meet with them one-on-one.
Lastly, I strive to build a meaningful relationship with each and every student through
the three core values I mentioned previously. Giving ample feedback builds a
relationship that is based on goal setting and progress rather than numbers and
calculations. My demand for inclusivity communicates my respect for each student- a
respect that spills over into our interpersonal relationships. Open communication allows
our relationship to constantly change and grow in a way that is meaningful and useful
for my learners.
Each student is an individual, human learner and I craft my teaching meet this need.
My lectures, assessments, and activities all allow students to reach their personal goals
and take ownership of their pursuit of knowledge, therefore I act as more of a facilitator
than authority figure. I provide each student with various resources to help reach their
goals and then provide copious written and verbal feedback to help them assess where
they are in terms of meeting those goals.