Lynch School of Education at Boston CollegeDr. Audrey A. Friedman
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Teaching Philosophy
To paraphrase Hamlet, humans are "pieces of work"—recursive beings—and at best works in progress. Central to my philosophy of teaching is the belief that I can always learn and do more to enhance how I craft, deliver, assess and evaluate instruction; hence, I am never truly happy with my teaching. Second guessing is the rule rather than the exception. I always leave my class thinking "If I had only shared a different example, employed a different modality, utilized a different approach perhaps I would have been more successful at living the themes of accommodating diversity, encouraging collaboration, inquiring and reflecting about practice, and modeling social justice!" Reflective practice that leads to change in teaching and learning is the pervasive theme of my teaching.

In three decades, I have yet to enter a classroom—college, high school, middle school, elementary school or professional seminar—where I don’t experience angst before settling into the business of teaching and learning. I suppose such dissonance helps combat the complacency that can easily infect teaching. Yet, teaching and learning are a series of ill-defined dilemmas that change contextually from student to student, culture to culture, and school to school. As a result, my instruction continuously changes to reflect new learning and more refined understanding emanating from personal and others’ research, collaboration with colleagues, what I have learned from teachers and students in schools and in my own classes, and reflective inquiry.

Lynch School of Education Themes
Programs in Teacher Education at BC have five unifying themes. Although no single course addresses all five themes in depth and every course has goals and objectives beyond these, each course is in keeping with the themes and addresses some of the five. The five themes are:

Promoting Social Justice
At BC, we see teaching as an activity with political dimensions, and we see all educators as responsible for challenging inequities in the social order and working with others to establish a more just society.

Constructing Knowledge
At BC, we regard all teachers and students as active agents in their own learning, who draw on prior knowledge and experience to construct new knowledge in interaction with texts, materials, and other learners.

Inquiry into Practice
At BC, the curriculum is intended to bridge the gap between research, and practice by fostering critical reflection and by treating classrooms and schools as sites for teacher research and other forms of practitioner inquiry.

Accommodating Diversity
At BC, we believe that one of central challenges of teaching is meeting the needs of all learners, especially as the school population becomes more diverse in race, culture, ethnicity, language background, and ability/disability.

Collaborating with Others
At BC, prospective teachers are encouraged to collaborate with each of the stakeholders in the educational process (other teachers, administrators, human services professionals, parents, community members) and with fellow students and professors.

 

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