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I recently resolved to post more about my life, as it turns out my experiences may be useful for those interested in what it is to be postdoc. So no music or book reviews today. Today I am going to talk about teaching. My inspiration - First, I am now on ratemyprofessor.com, with one rating (positive) and a hot pepper. At first I thought that a hot pepper rating was a compliment about my appearance, until I saw some of the jokers with hot peppers in Mad-town. Turns out students just give them out if they like you. Second, my friend Paul received the prestigious NSF postdoc, and has consecutive appointments at Imperial and Princeton, putting him solidly in a fancier research track than mine. Not that I begrudge Paul this, it's just humbling to be reminded how many people are smarter than you. Anyway, since it seems I may be destined to be a much more successful teacher than researcher, here are some of my latest thoughts on my teaching philosophies.

I am not a babysitter. If you don't want to attend class, or do homework, I will not hunt you down. I won't ask why you choose not to do the work. It is not my business. I also don't get upset if you have to leave class, so long as you aren't disruptive. I don't take it personally. It's your life; I am not your mommy, daddy.... or nanny?
Second, I am not a disciplinarian or a motivational speaker. I won't tolerate talking or rudeness - I have never had trouble with this, I must be scary. On the other hand, I am not here to yell at you for your efforts. I don't live in a van down by the river. Although it is discouraging for me when students are doing poorly in the class, I won't scold people for laziness. I will make every effort to keep the class aware of opportunities for help. I will give them as many practice problems, with solutions, as their hearts desire. I will not beg for more effort. You make your own bed.
Now ranting aside, I think that having a teaching philosophy is really just a way of picking what will be disappointing for you. Of course in an ideal world all the students would learn all the material; everyone would do all the work; I would give out only A's. Since this doesn't happen, we have teaching philosophies so that we can rationalize when our students don't do what they ought. There will always be students not coming to class, cheating on exams, making up excuses, blowing off the homework, or sleeping in the back row. I guess maybe the teaching philosophy is a way to rationalize which of these, if any, a teacher takes personally. I think that maybe a goal would be none of them. As a TA, it stopped bothering me when people slept, skipped, or didn't do the work. I am still working on not being emotionally invested with regard to cheating and creative, and often tragic, excuses*.

*My new mantra 'the excuse can't matter'. Since I have no means or desire to verify excuses, I allow everyone the same options regardless of excuse.