My teacher's credo

I believe that teaching is an art and a craft, and a “reflective practice” in which the teacher is always in the process of discovery, with his students and colleagues, of good and bad ways of teaching. Teaching does have a purpose, but there are many paths to its realisation. Formulaic methods of teaching, developed for instance through the precise specification of what the teacher should do in class, and prescribing recipes for good teaching as if there were one right way, are boring and anti-educational.

I believe good teachers are enthusiastic and capable of conveying their enthusiasm to students; constantly look for ways of improving their teaching and trying to keep abreast of developments in their subjects; and are sufficiently mindful and self-aware to be able to laugh at themselves. As a teacher, I believe I have stimulated many of my more able students, but I do regard my weaker students as having priority of attention. I believe the most demanding test of a teacher (and one which I have frequently failed) is what he can do for the weakest in his class. I do expect to give up my personal time, whenever possible, to help my students when they ask for help. At the same time, I expect my students to take responsibility for their own learning. I believe it is my professional duty to do all I can to help them succeed at learning, but I do not expect to spoon-feed my students.