THOUGHTS

Problem Solving Assessment (Empirical Data)

“Scholarly advances in research and practice related to psychology and education”

There is no single correct course of action because every situation involves varying levels of necessity and risk. We must simultaneously remain firmly grounded in the scientific method (i.e., reliable, valid, feasible, relevant research-based practices, and empirical findings). It is highly recommended to consider the statement by former U.S. President Franklin D. Roosevelt regarding how soon to push forward with certain New Deal initiatives: “One thing is sure, we have to do something. We have to do the best we know how at the moment…If it doesn’t turn out right, we can modify it as we go along.”

Roosevelt’s statement captures very well the axiom by Greek Philosopher Plato, “Necessity is the mother of invention.” It is undeniable that we have to do something to improve our services to students with behavioral and mental health problems. Recent studies of school-based interventions have indicated that time to mastery in some interventions can be many months (Evans et al., 2009; Owens, Murray, Richerson, Girio, & Himawan, 2008).

Caveat:

Caution should be exercised carrying out interventions practices simply for the purpose of describing or classifying behavior. Our overly burned and often troubled educational and social systems are such that behavioral interventions for the sole purpose of description and classification are generally an unnecessary frill, or worse, an annoying distraction. Do not become sidetracked with variables that only describe and classify. Instead, focus on identifying the variables that can be altered to correct or improve the problem situation to truly achieve their full promise. Prevention strategies must be integrally linked to the creation and implementation of effective innovative interventions.

     The science of Psychology is an elating, diverse, dynamic field concerning the scientific substantiated research-based exploration of the study of the mind, brain, human and animal behavior (e.g., helping, conformity), social interactions (e.g., persuasion, obedience, aggression, prejudice), and mental processes (e.g., memory, reasoning). Theories and substantive research outcomes incessantly develop and evolve; as a result, there is constantly something innovative emerging within the wide spanning science of psychology. There are three foremost theoretical perspectives (in addition to several other perspectives) that psychologists use to infer behavior. 

     The three key universal perspectives include the “Psychoanalytic (i.e., Freud), Behaviorist (i.e., Watson, Skinner, Pavlov, Thorndike), and Humanistic “Third Force” (i.e., Rogers, Maslow)perspectives.” Along with these theories, there are many sharply differing views about the epitome of human nature. Thank you to all of my students, past and present, who have worked so hard, have contributed, and have helped me become a better teacher. I hope you will find your journey of psychology to be stimulating, engaging, enlightening, and gratifying.

Teaching Philosophy—Sergio Hernandez, Ph.D.

     Teaching is about opportunity for both student and teacher alike. Effective teachers create opportunities for students to acquire new knowledge and new skills within an academic domain and within the larger framework of life. Effective teachers also create opportunities for themselves to deepen and broaden their knowledge base and skill levels within and across academic fields and to mature as educated individuals. They create opportunities to be challenged by their students and colleagues. I believe that to create such opportunities, teachers need at least three things: a deep and abiding knowledge of their own discipline, effective communication skills, and a keen sense of the context in which their teaching occurs.

     The salient aspects of my teaching philosophy involve representing a positive role model for my students; creating a nurturing classroom environment; enabling students to grow both in and out of the classroom; preparing students to face the challenges of life; and making my courses practical, fascinating, humorous, organized, concise, interesting, and relevant to their lives. Students learn better and enjoy learning more when they think and do rather than listen passively. Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, eliciting and emitting answers. They must talk about what they are learning, write about it, relate it to past and present experiences, and apply it to their daily lives. They must make what they learn a part of themselves (Chickering & Gamson, 1987).

Knowledge

     Teaching begins with learning about a particular subject matter. As I get more educated about psychology, it places me in an increasingly better position to share that knowledge with my students. Without knowledge, teachers have little of substance to give to their students. Thus, effective teachers are learners before they are communicators. I believe in a pluralistic, eclectic, and ecumenical approach to psychological matters which is reflected in my academic preparation and professional practical experiences. These personal wide-ranging and “real world” experiences are sensibilities I bring into the classroom to facilitate an illuminating didactic process, be it in a course on general psychology to undergraduates, or to a more clinically-oriented course to graduate students.

Communication

     To know a subject matter is one thing; to communicate that knowledge to another human being is something very different. I believe communication is at the heart of effective teaching: What topics do I choose to share with my students? How do I explain difficult concepts? How can I demonstrate or illustrate important points? What critical thinking activities do I engage my students in that will further their learning? What form of media do I use to enhance student understanding? Each of these questions highlights a dimension of communication that I must anticipate as I prepare each lecture.

     Duly encouraged, I am dedicated to raising the level of educational opportunity to motivate students of all ages while maintaining higher standards. I believe strongly in developing intellectual analysis, constructive interaction, and expanded awareness, as well as independent critical and creative thought. I have a passion for organizational planning, creativity enhancement, development of leadership, and change management. I treat everyone with the utmost respect and adhere to the highest standards of academic excellence, integrity, honesty, and fairness.

Context

     Teaching and learning do not occur in a vacuum. One of my cardinal beliefs about teaching is that both students and teachers contribute to the learning situation a host of variables that influence how well teachers teach and how well students learn. Students bring into the classroom different levels of experiences, learning histories, motivation, willingness to change, personal and social distractions, and values they place on becoming better educated individuals. Similarly, teachers enter the classroom with varying levels of knowledge, communication skills, interest in teaching, concern for students and their learning, and their willingness to make themselves available to students outside of class. These variables (and others) converge in the classroom, creating a dynamic and emotionally charged environment—the classroom is far from being a neutral playing field. I believe that the key to using this environment to enhance student learning is to develop rapport with students in and out of the classroom.

Rapport

     To be successful in the classroom, teachers must first capture their students’ attention. I aim to do so by creating a warm, supportive learning environment characterized by respect, regard, and commitment to foster critical thinking, and evaluation of psychological theories. One of the most important aspects of this profession is the relationship that is established between teacher and student. I arrive to class early and chat casually with my students. I learn their names and their interests. I encourage class discussion by posing questions and problems. I attempt to reinforce all student contributions to class discussion, and treat students respectfully on all occasions. I make direct eye contact with students and smile frequently, share with them my passion for my subject matter (i.e., psychology) and for teaching, and I am readily accessible outside of class (even weekends). These rapport-building actions increase the likelihood that my students will be more receptive to me as their teacher—and to my message—than they might otherwise be if I took a dour approach.

     By instruction and by example, my ultimate goal is to promote critical thinking by enthusiastically engaging new perspectives with unexpected or surprising insights; making intellectual connections; and instilling a lifelong desire in others to learn, achieve, and excel. Such an environment elicits students to freely communicate, feel respected, take intellectual risks, safely question their assumptions, and express their concerns.

Influence

     Also, by building rapport with my students, increases the likelihood that I might influence them on several fronts (regardless of their expressed major): to learn more about psychology; to understand how psychology applies to them in their everyday lives; to understand the impact of their behavior on others and how others impact their behavior; and, perhaps most importantly, to become more skilled critical thinkers and to develop a lifelong love and passion for learning in general.

     I believe that Jackie Robinson, the late great Brooklyn Dodger who broke the so-called “Color Barrier” in professional baseball in 1947 and had on his contract “not to complain even when the fans spit over him,” was truthful when he said, “Our lives are unimportant, except for the impact we have on others.” Surely, our role as college and university teachers is to influence our students—not so much in what they think as in how they think. Effective teachers share more than the facts of their discipline with their students—they share insights into how to collect, organize, analyze, synthesize, and apply these facts to important questions that face the world. I believe that to have genuine influence on students, teachers must inspire their students to think critically in and out of the classroom.

Opportunity

     Every time I lecture, it provides the opportunity to share my discipline, and my passion for psychology with my students. I have the opportunity to challenge them how to expand their intellectual comfort zones (i.e., Lev Vygotsky’s zone of proximal development) to newer and larger dimensions of understanding and insight. I have the opportunity to teach them how to think critically about problems they are likely to face during their lifetimes. I have the opportunity to form meaningful and, in some cases, enduring and collegial relationships with bright and interesting people. In turn, my students have the opportunity to learn what I know about psychology. They have the opportunity to learn effective problem-solving skills and strategies. They have the opportunity to mature intellectually and to allow their understanding of psychology to fuel their own passions for learning and achievement. We have the shared opportunity to push each other to become more thoroughly educated individuals.

Renewal

     Teaching is a craft; it is part art and part science, which means there is always something to learn about it. There always seems to be something that can be done at least a little bit better. An essential element of becoming and remaining an effective teacher is frequent reflection on one’s life as a teacher. My reflective practices involve reading about good teaching, experimenting with new ideas for class presentations, reading and revising my statement of teaching philosophy, keeping a journal of my teaching experiences—both the successes and the failures—, regularly evaluating my teaching methods and techniques, consulting and observing “master-experienced teachers,” and sometimes taking a break from my regular teaching assignments to try something new.

     I consider myself a mentor...one who guides and assists. I assume college students have the background, maturity, independence, and discipline to read, gather facts, and learn the course material. I am here to answer questions, probe when I find confusion, and suggest alternatives. My goal is to provide a quality education, personal satisfaction, and professional growth. My lectures also build strong learning communities in which students challenge and support each other. Although not all of my students will pursue a career in psychology, the skills developed, the relationships created, and the assumptions questioned in my classes become an integral part of their lives, thus inducting a legacy of inspiration in psychology and enhancing learning.

     When Randy Pausch, a Computer Science Professor at Carnegie Mellon, was asked to give “The Last Lecture,” he didn’t have to imagine it as his last, since he had recently been diagnosed with terminal cancer. But the lecture he gave—“Really Achieving Your Childhood Dreams”—wasn’t about dying. It was about the importance of overcoming obstacles, of enabling the dreams of others, of seizing every moment (because “time is all you have...and you may find one day that you have less than you think”). It was a summation of everything Randy had come to believe. It was about living, as he said: “Find the best in everybody; no matter how you have to wait for them to show it.”

Summary

     In short, I believe that teaching provides teachers and students the opportunity to gather in a sacred place—the classroom—in the quest to become, in every sense of the word, “better educated people.” After all, education is the starting point for the examined life, and only people who examine their lives stand any real chance of genuine and enduring personal growth (e.g., Abraham Maslow’s Self-Actualization). Believing in your ability to achieve is paramount to success. I hope you will find your journey of psychology to be stimulating, engaging, enlightening, and gratifying.

With my utmost respect,

Dr. Sergio Hernandez, Ph.D.

“ATTITUDE”  

     The longer I live, the more I realize the impact of ATTITUDE on life. ATTITUDE to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than success, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will break or make a company, a church, a home.

     The remarkable thing is that we have a choice every day regarding the ATTITUDE we will embrace for that day. We cannot change our past. We cannot change the fact that people will act in a certain way. We cannot change the inevitable.

     The only thing we can do is play on the one string we have, and that is our ATTITUDE. I am convinced that life is 10% what happens to me and 90% how I react to it, and so it is with you. We are in charge of our ATTITUDES.

- Charles Swindoll –

This is the point of the title of Belasco and Stayer’s book, Flight of the Buffalo (1993).  A herd of buffalo has a leader and all will follow, even if it means running over a cliff.  A flock of geese, on the other hand flies in a “V” formation, with the leader frequently falling back and another goose taking the lead.  Thus, the emphasis of the title is that we should take people who are used to behaving like buffalo and help them learn to act as geese, or achieve team management, or a “flight of the buffalo.”

 

"The most unprofitable item ever manufactured is an excuse." ~ John Mason, Conquering An Enemy Called Average, 1996.

 

An anonymous sage wrote, "When wealth is lost, nothing is lost; when health is lost, something is lost; when character is lost, all is lost."

 

"He who conquers others is strong; he who conquers himself is mighty." — Lao-tzu, Chinese founder of Taoism (fl. 6th century B.C., possibly apocryphal).

 

"This country will not be a good place for any of us to live in unless we make it a good place for all of us to live in." -Theodore B. Roosevelt

 

"Life isn't a matter of milestones, but of moments." — Rose Kennedy, mother of JFK (1890-1995)

 

“Small opportunities are often the beginning of great enterprises.”  — Demosthenes, Athenian orator and statesman (384-322 B.C.)

 

"There can be no high civility without a deep morality."  — Ralph Waldo Emerson (1803-1882), American essayist and poet

 

"How far you go in life depends on you being tender with the young, compassionate with the aged, sympathetic with the striving and tolerant of the weak and the strong. Because someday in life you will have been all of these." - George Washington Carver

 

“If you are living in a glass house, then don’t throw no stones!!!”  ~ Author Unknown

 

“A person may make mistakes, but isn’t a failure until he or she starts blaming someone else.” – author Unknown

 

"The most unprofitable item ever manufactured is an excuse." ~ John Mason, Conquering An Enemy Called Average, 1996.

 

"Don't wrestle with pigs. You both get dirty and the pig likes it."— Mark Twain (Samuel Clemens), American humorist, author and journalist (1835-1910)

 

"When speculation has done its worst, two and two still make four."  — Samuel Johnson, English lexicographer, essayist and public philosopher (1709-1784)

 

“Life is one long struggle between conclusions based on abstract ways of conceiving cases, and opposite conclusions prompted by our instinctive perception of them.” — William James, American philosopher and psychologist (1842-1910)

 

"We become just by the practice of just actions, self-controlled by exercising self-control, and courageous by performing acts of courage."  — Aristotle, ancient Greek philosopher

 

“There can be no justice until those of us who are unaffected by crime become as indignant as those who are.”– Solon (Greek philosopher, ca. 640-559 B.C.)

James, R. & Gilliland, B. (2008). Crisis Intervention Strategies. USA :  Brooks/Cole.

     Knoff, H. M. (2009). Implementing Response-to-Intervention at the school, district, and state levels: Functional assessment, data-based problem solving, and evidence-based academic and behavioral interventions. Little Rock, AR: Project ACHIEVE Press.