Shajuana Isom-Payne Teaching Philosophy Teaching creates an opportunity for exhilarating experiences to build the foundation for an exchange

and sharing of ideas. I want my students to make connections between each other's ideas and be reflective learners. As a teacher, I aim to empower students to be critical thinkers, inspire learning that will promote engagement, foster discussion and independent inquiry. It is my goal to foster a climate in my classroom that allows for students to share openly, challenge one another, and develop confidence of their own voice and self. A good learning environment depends on a supportive exchange of ideas, reflections of personal experiences, and encouragement to look beyond what is presented to develop inquiry for creativity in the contexts that surround us. I want to ensure that my students develop a strong sense of empathy and universality as counselors. I prefer to teach through reflection, identifying personal experiences, group discussion and engaging activities, and role-play of case studies. Intentionally integrating discussions that elicit reflection of my student's level of development as empathic counselors are a common theme within my lectures and seminar course structure. Identifying their center of empathy creates an opportunity for students to connect to not only their future clients, but their classmates, and the subject. These techniques and principles are applied to my teaching approach and are transferrable between lecture, discussion, seminar, and even through digital engagement. Developing creative approaches to teaching and learning can create an opportunity for new curricular approaches. Incorporating digital engagement, such as flipped classrooms,

blogs, podcasts, and the use of an ePortfolio presents an opportunity to explore and unlock ideas for innovative approaches to engagement. Regardless of the format of my classroom, respecting and acknowledging each of my students cultures, backgrounds, experiences, and opinions are at the core of my teaching style. Without this level of inclusivity, it is difficult to foster a positive learning environment. Incorporating activities that encourage students to share and celebrate their differences, commonalities, and life experiences enrich the learning environment for students. As counselors, it is important to uphold this level of acceptance not only for our clients, but for ourselves. With the intention of preparing students for challenges as a counselor, counselor educator, or supervisor, I aim to encourage students to develop as critical thinkers and problem-solvers. I consider varied learning styles of my students when developing curriculum, learning outcomes, lesson plans, and rubrics that support the achievement of CACREP standards. As an instructor, it is my role to foster a level of self-reflection for growth and awareness for the student. My focus encompasses a learner-centered approach that encourages inquiry. Even if the possibility of failure exists, I allow for the opportunity for my students to push through the learning and inquiry process for academic, professional, and personal growth. I drive my students to be the guide and true owner of their education. I continuously ask the question, how are my students incorporating their own experiences?, are they reflecting on their own levels of privilege?, are they understanding the impact of their development level?, have they considered how their experiences may impact their biases and how they are communicating?. Providing feedback to students is critical for their development and learning experience. My approach to student assessment is twofold. First, I expect students to master and develop ownership of their learning, and to actively engage with the subject. Assessing the achievement of my students learning can be demonstrated with both

summative and formative approaches using exams to identify content knowledge and conceptual understanding, or periodic feedback throughout the lecture or seminar to solicit confirmation of understanding and knowledge. Second, students are encouraged and guided to reflect upon topics, materials, and discussions through written assignments utilizing critical thinking, listening skills, and awareness through engagement. Providing feedback for continued growth, reflection, and acknowledgement of mastery is organic and an intentionally incorporated process within my teaching method and assessment approach. Allowing an environment for students to express and celebrate their individuality can create a foundation of respect between classmates, and teacher and student. Finally, I attempt to ensure my students are imaginative, theoretical, and practical in their approach as learners of counselor education, and inspire them to embrace their zest for knowledge and be enthusiastic learners.