The author believes that teaching and learning work collectively, with the teacher modeling and demonstrating concepts for students to then practice and reflect on. The teacher aims to create a safe, stimulating classroom environment where students feel comfortable sharing ideas and opinions. There are three key components to cultivating connections between students: the teacher acts as a guide, students direct their own learning through curiosity, and all views are respected. The teacher provides suggestions for information rather than being the sole source of knowledge, allowing students to develop research skills. Students learn best when applying concepts to real-world problems and having time to discover their abilities. Developing curriculum involving student interests promotes motivation to learn.

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Rachel J. Eike, PhD
Teaching-Learning Philosophy Statement
My teaching philosophy stems from the quote by educational theorist, Stephen Downes, “to teach
is to model and demonstrate, to learn is to practice and reflect.” I truly believe teaching and learning work
collectively and you can always learn something new. When I facilitate learning in the classroom, I want
my students to feel excited about the daily topics and easily identify my passion for clothing design,
textiles, and fiber art, as well as teaching and learning. It is very important to me that students understand
the course material, attend class, and are actively engaged through thought provoking class discussions.
This quality of instruction can motivate students to enroll in future classes and remain in the program to
continue their educational journey.
Each student has a unique way of learning. In order for students to succeed, a safe and
stimulating classroom environment needs to be created. By developing an environment that encourages
self-expression, consideration, and non-judgmental attitudes, students can develop and mature
intellectually, emotionally, and socially. It is my aspiration as an educator to assist students so that they
have the opportunity to reach their fullest potential. In order for students to achieve personal and
professional goals, they need to interact and academically advance in an environment that is safe and
reliable, encourages thoughtful risk-taking ideas, and invites the sharing of visions and opinions. This
concept of sharing ideas is one of the primary principles of Thorndike’s theory of Connectionism, and
relates to Bandura’s Social Learning theory, which is that learning and knowledge rest in the diversity of
opinions. There are three components that I believe are essential to cultivating connections: (1) the
teacher functioning as a leader or guide, (2) allowing the student’s curiosity and inquisitiveness to direct
learning, and (3) promoting respect for all things, people, and views even if they are different from their
own.
When leading students in the classroom it is critical to provide suggestions for information access
rather than performing as the primary source of knowledge. By leading in this manner, students learn to
search for supporting materials and gain research skills to discover answers to their own questions. In
order for students to successfully comprehend terminology and apply concepts, they need to physically
demonstrate skills and learn how to problem-solve in real-world situations. Challenging students with

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real-world conditions and allowing them adequate time, space, and materials to complete assigned tasks,
provides students with the opportunity to discover personal abilities and build confidence (Activity theory,
Vygotsky).
Equally important to the formation of self-learning, is the opportunity to study topics that are
meaningful and significant to a student’s life and curiosities (Constructivism, Dewey). Developing a course
curriculum that involves student interests promotes motivation and stimulates the passion to learn. One
way I incorporate current student interests into course curriculum is through invitation to provide input on
lecture, lab and assignments topics – using their ideas and opinions to build future lesson plans. When I
am the instructor of a course, I require my students to set goals, identify limitations, and develop their
own plan for successfully completing the course. Given the opportunity and encouragement for individual
thought and remark, students generate personally attainable ideas and objectives.
In my classroom, students develop respect for themselves, others, and their surroundings,
through openly sharing opinions and ideas. Safe classroom policies are introduced in detail on the first
day of class and reinforced throughout the semester. Two examples of safe classroom policies are:
“Students will listen respectfully to different perspectives and let others finish sentences before
responding” and “Students will use ‘I statements’ rather than generalizing personal thoughts to a group.”
When the voice of each student is heard, the learning environment evolves and students feel free to
express views and opinions (Social learning theory, Bandura). Class discussions are one way to encourage
such interactions. I believe students have greater respect for instructors, friends, and colleagues when
they fully understand what is expected – both in and outside of the classroom setting. When opening a
course by stating the importance of each activity and/or assignment, along with establishing fair and
consistent guidelines, students are shown respect for their presence, participation and valuable time.
For me, teaching provides an opportunity for continual learning and growth. One of my
aspirations as an educator is to instill a love of learning in all my students, as I share my own passion for
learning with them. I believe there is a need for compassionate, enthusiastic, and dedicated individuals
who are excited and motivated to work with students. In our competitive society it is important for
students to engage in a challenging educational environment and to connect with someone who is aware
of their individual needs. I will always strive to be the best educator, leader, and role model possible.
Rachel J. Eike