Modeling is a major part of my pedagogical philosophy. Even though I have been out of full-time journalism for more than 15 years, I have continued do free-lance work in sports and popular music. Continuing to write for publication demonstrates that as hard as writing can be, it is something that is a practical tool and part of a journalist’s everyday routine. Continuing to write also keeps me in touch with the changing state of the communications industry.

Today’s writers face new audiences because of convergence. They have to learn these audiences and adjust accordingly. My writing and research experiences also keep me in touch with professional writers so that I can report back to students about career opportunities and the changing nature of the profession. Being in tune with the profession is vital for a teacher. Teaching centers on the art of transformation. We teachers participate in and bear witness to the changes our students undergo as they mature intellectually, professionally, and personally. It is an awesome phenomenon, and we have a large responsibility. We don’t affect this transformation for them, but we help form that transformation. We cannot afford to smother them, but students need us for guidance. They also need a structured experience that reinforces the standards and practices of journalism.

Teachers have to balance our experience and understanding with their need to grow at their own paces and in their own ways. It is critical that we try to transform as many students as possible. At heart teachers are utilitarians – we want the most good for a many as possible. To do that, we must be available and open to our students’ educational needs. We must take as much time for our weakest students as our strongest students.

In the end, we see that teachers adapt to students just as much as they adapt to us. In order to transform, a teacher must be invitational, enthusiastic, enabling, democratic and caring. In a grade-conscious world, turning them onto content often becomes a perilous business. Students frequently see learning as a means to an end. Grades equal certification and acceptance. Earning high grades is important, but intellectual development, curiosity, and character development are even more important. While we accept the necessary evil of grading, we must also encourage our students to go beyond grades – to internalize not just success, but also cognitive and affective development. Each student has something of value to give to society and develop for himself/herself. Ultimately, teachers strive to help students tap into their potentials.