Teaching Philosophy

Miranda Zuvich

“Can I ask a stupid question?” a student asks nervously.

Another states, “I’m just not a math person.”

A third sighs at a lengthy and daunting word problem: “There is no way I can solve this.”

These are statements I hear regularly from college students. They indicate past experiences, anxiety, and assumptions about their ability to learn. My teaching philosophy begins with addressing these beliefs. I focus on creating a classroom environment where curiosity and improvement are valued over perfection. I encourage students to view a challenge as an opportunity to grow, not a stopping point or a reflection of failure. I address every question, regardless of how rudimentary it may be, without judgment. Students are in my classroom to learn, and learning is not always linear.

To foster progress, not perfection, I use formative low-stakes assessments. These assessments help both the student and me understand which concepts are making sense and which need clarification. Providing students with the ability to practice the material they have learned helps them identify questions they may have or concepts they struggle with. The students can then ask for help while completing the assignment, attend office hours, or use additional resources to understand the concepts. The goal of these assignments is to encourage learning of the material rather than completion for a good grade. In the age of artificial intelligence (AI), reframing assessments for learning rather than for a grade will allow students to use AI as a tool to improve learning rather than just to complete their assignments.

To ensure my classroom is a place where students feel safe to learn, I encourage student collaboration. Sometimes the best teacher is a peer. As I mature in my career, I have come to recognize that expertise and perspective can shape how people explain a concept. Encouraging collaboration among students may allow them to offer one another new perspectives on a topic. That may be the moment the concept finally makes sense. If students feel comfortable with one another, they are also more likely to participate and share in class. Discussion, both as a class and within groups, can deepen the meaning of the work we do by providing additional context. The ability to discuss the concepts with one another also strengthens their communication and interpersonal skills. 

As an educator, I am always receptive to feedback. Formative low-stakes assessments allow me to objectively evaluate the effectiveness of my teaching. If most students do not understand the material, then I know that I must readdress the topic in class. Other feedback methods, such as surveys, are implemented throughout the semester to ensure my teaching is effective in that class. I review all feedback and implement improvements.

The theory that most informs my teaching philosophy is Leo Vygotsky’s Zone of Proximal Development (ZPD). Using the ZPD for my students allows me to ensure they are challenged enough to remain engaged, but not inappropriately so for the course level. It is within my role as a facilitator to understand where students’ knowledge levels are in breeding and genetics, mathematics, and the livestock industry. At the beginning of the semester, this can be measured using an ungraded pre-test or a self-assessment survey. Throughout the semester, I continue to gauge knowledge levels by observing group conversations and encouraging all students to participate in class discussions.

Scaffolding is a method I utilize to make complex, daunting topics more approachable. For example, I have provided scaffolding within worksheets covering direct selection and the key equation in an undergraduate animal breeding and genetics course. The questions begin by providing all the components of the equation, easily labeled for the student, which allows them to practice solving equations. Then I present all the equation components in a simple word problem, allowing them to view the components differently. Finally, I provide the components of the equation within a larger word problem. The final word problem may seem daunting, but it will help them gain confidence in their ability to parse the necessary from the unnecessary information in the paragraph.

John Dewey and his core philosophy inspire me: learning by doing and education connected to the real world. This philosophy influences my preference for implementing problem-based learning around industries that interest students. Animal breeding and genetics topics can seem abstract, so connecting them to the real world helps students visualize the concepts in action. Problem-based learning helps students apply concepts in a way that reflects real-world scenarios across different livestock industries. Students' intrinsic motivation may improve through connections to industries they are interested in.

In agricultural education, my main priority is ensuring students have the industry context needed to fully understand concepts. Commonly, students may not know the nuances of the desired phenotype for a trait in a specific industry segment. Providing context within the question or having an additional resource available is crucial. The application of the topic to an agricultural system distinguishes agricultural education from other science courses. I firmly believe that students should never face an unnecessary barrier because of an unexplained industry nuance.

Students in animal science have a wide range of possible career choices. For those entering the livestock industry, this material may come up in their future when talking to a producer or managing their own operation. Some may never encounter breeding and genetics topics in their careers. My goal is for all students to have gained some skill during their time in my classroom, whether that is interpreting an expected progeny difference value or approaching a daunting word problem.

In conclusion, as an educator, I am committed to creating a classroom environment in which students feel encouraged to ask questions, make mistakes, collaborate, and learn through the process. Through the use of low-stakes assessments and structured classroom collaboration, I support students in developing higher-order thinking skills aligned with the upper levels of Bloom’s taxonomy. As an agricultural educator, I emphasize the application of course concepts to real-world contexts within industries that students are passionate about. By incorporating problem-based learning tied to diverse agricultural systems, I help students build industry-specific understanding and visualize the role of animal breeding and genetics in practical decision making. Ultimately, my goal is to prepare confident, critically minded animal scientists who are equipped to engage with and overcome complex challenges.