PHILOSOPHY OF TEACHING

ALAN COPE

As one who teaches biblical studies and biblical theology, I believe Scripture is
the primary resource for shaping the whole of each person, as part of a larger community,
into the image of Jesus. As such, teaching is an important aspect of the Christian ministry
of reconciliation and transformation.
To learn is to leverage new information and insight with past experiences and
knowledge toward a better view of God, others, self, and the world. Learning is both
preparation—affecting what one knows and does—and transformation—impacting how
one thinks and shaping whom one is. The engagement of multiple perspectives—
teachers, peers, experts, and self-reflection—inside and outside the classroom through
lecture, discussion, group-work, conversation, reading, and writing/creating facilitates the
learning process. Since learning is an incremental process, the content of my teaching is
weighted toward frameworks and themes in order to provide the building blocks for more
detailed learning. Along side the practical aspect of learning, I also stress the importance
of learning in order to broaden one’s perspective through the awareness of the other, to
develop critical thinking skills and life-long learning habits, and to exercise the mind as
part of becoming a whole person.
Teaching aligns learning and living. My responsibility as a teacher is to guide and
catalyze the learning process relationally. I believe teaching is the process of accepting a
student as she or he is—their educational background, previous experiences, and learning
style—then challenging them to grow by setting high expectations for effort and placing
the accountability for learning on the student. To do this effectively, I strive to create an
open, relaxed, and inquisitive learning environment. I make efforts to know my students
personally through both conversation and assignments that prompt student reflection on
past experiences.
Assessment and feedback are essential to the learning process. I strive to provide
multiple avenues of assessment that accommodate various learning styles ranging from
class participation, individual reflection papers, creative writing/visual projects, exams,
and forward looking essays. I believe the culmination of learning is being able to teach
someone else what has been learned. As one final assessment tool, I provide a scenario
that challenges students to collate their learning in order to share that learning with
another.1 I endeavor to provide prompt feedback on assignments so that students can
scaffold their effort and learning. Likewise, I gather feedback on my teaching and
methods through periodic, informal surveys of my students to ensure the class is meeting
their expectations and strengths.
Learning is an ongoing process for both student and teacher. I seek to incorporate
new and different perspectives in the first and future teaching on any subject and to
model the need for ongoing learning by reading and listening to experts, peers, and
students. To advance my preparation for teaching, I commit myself to ongoing
development of knowledge and skills related to the study of original languages and
contexts of Scripture as well as the craft of researching, writing and teaching.

1
For example, in teaching the Psalms, the final project is to “Construct a guide to a Yahweh-oriented, well-
ordered life as informed by the psalms of orientation. Assume you are preparing this document to provide
a young person a framework for understanding the world and a faithful life under Yahweh’s care. Include
why you believe this orientation is critical for living in our time and place.”