I am an artist with love for Art and teaching. I derive my teaching philosophy from a variety of practices and theories of teaching and learning along with my own experience as a student and as an instructor. In dealing with Art from a global perspective, I believe it is important to identify the potential of each student as an individual and relate to each of their unique qualities, skills and abilities. Furthermore, the rapid rate of change and increasing diversity in our society requires that faculty have a commitment and dedication to assist students in preparing for their future in a changing world. This preparation is based on the student’s ability to understand the “other” as well as the state of the whole world around them. It requires that students be able to discuss contemporary issues that face their local and global community. This preparation also requires that students learn to communicate clearly and effectively in oral, written, visual and technology formats. The greatest challenge to an instructor is not only to teach communication skills, but to teach critical thinking skills. Though students cannot learn everything in the university setting, instructors can provide students with the skills, the curiosity to stimulate their passion to become life long learners.

As an instructor, my role is to enable each of my students to develop his or her highest personal potential. With that in mind I use three major strategies:

I perceive my goal as an instructor is to foster my students’ confidence in perceiving the self and making decisions about their own orientation.  As a teacher I share authority with my students, and show my trust in their capability to defy the obstacles and make a difference in their lives and the world. Because, once students gain confidence in perceiving the self, they gain confidence in learning new skills, improve their listening and communications skills, and advance in problem solving and task management.

Usually, I serve as a facilitator by showing interest in my students’ world and acceptance of their projects and learning situations. I invite my students to articulate their feelings while I listen without judging or moralizing. I encourage my student to feel free to express feelings.

During conversation, I either respond to feelings or make lead-taking responses.  In the first, I respond to the student’s expression with attention and care, but without judgment. In the latter, I take a lead for the sake of engaging and maintaining discussion with the student in an open manner. I structure and invite the student to extend the issue. I direct questions and nurture the conversation.  In either case, I serve essentially as support for the student who is forced to take responsibility for his or her own learning and direction in life.

~ JoAnna Pettit-Almasude