The two nurse educators who authored the article referenced below begin with a quote from the first page of Stephen Brookfield’s book Becoming a Critical Reflective Teacher. “One of the hardest things teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice.”

More than half way through a course you don’t really you have time or the inclination to consider your teaching manifesto—that is, what you believe about teaching and how you realize those beliefs in your practice. But as the demands of the semester start to mount, it can be energizing to read what others believe, especially when their beliefs about the importance and value of teaching are strong and positive. Here are several excerpts from a “this I believe” statement written by C. Roland Christensen:

This fall marks Robert Nash’s 41^st year in the classroom. When asked about retirement plans, he reports telling colleagues that he’ll go when they carry him out in a box and bury him on the main university green.

I believe that success – whether personal or professional – is generated from three critical building blocks: knowledge, critical thinking, and curiosity. These building blocks have an enduring, cyclical relationship; knowledge helps us to understand the world around us as well as ourselves, critical thinking gives us the ability to incorporate knowledge and apply it endlessly, and curiosity, which is the result of realizing the limitations of current knowledge, drives us to acquire additional knowledge.

Avid golfers and baseball players often talk about the elusive “sweet spot.” Find it, and you can make the ball go exactly where you want it to go, almost effortlessly. There’s a sweet spot to teaching, too. And, just like in sports, it takes a little experimentation to find and is a thing of beauty when you get it right.

Recently, I encountered a snag in my teaching. Unlike past difficulties connected to particular classroom challenges, this one was more pervasive. For several months I contemplated the cause of this “bigger” dilemma. Upon reflection it became evident that my off-balance feeling was linked to the pietas of teaching.

The two nurse educators who authored the article referenced below begin with a quote from the first page of Stephen Brookfield’s book Becoming a Critical Reflective Teacher. “One of the hardest things teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice.”

My philosophy of teaching can better be described as a philosophy of learning. In order to be an effective instructor, I must focus on student learning and adjust my teaching strategies in response to the pace and depth of student understanding. I view teaching as an interaction between an instructor and a student; thus, the impact of this interaction on learning, rather than my activities as an instructor, is of primary importance.

In her article, Donna Bowles offered some useful and stimulating ideas on how the film The Wizard of Oz suggests the “characteristics necessary for teaching excellence.” I’m sure that Professor Bowles prompted many of us to consider other classics that serve as sources of pedagogical inspiration. For me, it’s a text I use in several of my courses, Niccolo Machiavelli’s The Prince, a famous and short book on political theory and practice produced in Renaissance Italy.