"A handicap can be comparatively unimportant when you build your life around your talents rather than your disabilities." —Thomas West, In the Mind's Eye

About John Beich:
Personal Teaching Philosophy

My own teaching techniques are greatly influenced by the challenges that I faced throughout my academic career. Due to my struggle with learning disabilities, I was tutored throughout most of my education; as a result, I have been exposed to many styles of instruction. Each practitioner had a different philosophy or technique, and all assured me that their method would liberate my abilities, allowing me to perform successfully in school. Most of the tutors I came in contact with were good people, but few treated me as a human being with an individual path to self-actualization; rather, they approached me as a student with deficits that were preventing me from passing a test—or a class.

Looking back from the perspective of an educator, I see that because of the struggles that many students have in the classroom (which I had in the classroom), they need guidance and instruction to help them accept and embrace themselves, their lives, and their learning style. In general, I find that the literature I read and the teaching methods I observe tend to put the cart before the horse: academic skills and valued knowledge are pursued before the student's interests and self-worth are addressed.

Culture and society tend to create notions of normal and abnormal, and individuals are judged against a somewhat arbitrary standard that is determined by the dominant culture. Students whose knowledge, ability, culture, race, or class differs from the mainstream are often normalized or cast off as outsiders. Refocusing the criticism away from the individual and onto the culture is an important step towards changing the policies and attitudes that marginalize those who are judged to be outside the "norm."

Many of the students with whom I have worked show signs of being made to feel like outsiders who are deemed ill-prepared to tackle the demands of the curriculum. Often, their inability to fit into a mainstream behavioral or scholastic mold is misinterpreted as a lack of desire, focus, or competence on their part. This perceived lack of competency is internalized, and, as a result, their confidence and willingness to take risks is greatly diminished. Consequently, it is self-defeating to address academic issues without providing concurrent tutelage on issues of esteem and morale.

This is a difficult proposition for a population of teachers who do not consistently understand the perspective of students with different learning styles and have never been properly trained to understand the frustration and fear that can permeate academic learning. One of the most difficult aspects of teaching is attempting to view the world from your student's perspective. In the case of struggling students, I can truly empathize with their struggles and appreciate their accomplishments. I want to share with them the lessons that I learned from my own experiences.

It is impossible for me to overstate the importance that identifying my strengths and learning to stand up for myself had on my life. I want to help identify and guide students towards their strengths and ensure that they are confident in sharing their belief in themselves. I want to encourage parents to see and help cultivate these skills. Finally, I will insist that teachers and administrators allow for growth of intellect and self-esteem in the manner that is determined best for the individual student. One of the most influential books I have ever read is In the Minds Eye by Thomas West. I would like to end as West ends his book, "...a handicap can be comparatively unimportant when you build your life around your talents rather than your disabilities."