I find a very close parallel between learning as a mental activity, and the study of comparative politics. Similar to any learning, studying how different political systems developed, how they function and simply how different societies do politics, requires stepping outside what is a familiar and an intellectually cozy notion of political life. In addition, understanding such differences offers a critical perspective on, and a greater appreciation of, one’s own country. Thus, when teaching comparative government and international politics courses, I strive to give my students such a perspective. One effective way to do so is by making frequent comparisons with the United States, and pointing out how processes in other countries or international institutions affect and relate to the US.

 It is my conviction that learning is something that we do, not something that we have done to us. I have yet to meet a teacher who can make a student truly learn something. I believe that what students get out of a class is proportional to the amount of work they put in. Yet, I am aware that it is the instructor’s main role to facilitate learning in every possible way. Thus, I see myself as offering students the opportunity to learn, and assisting them along the way.

 My teaching approach combines interactive lecturing with critical-thinking assignments, discussions and presentations. My lectures, while clearly organized and structured, are frequently interrupted by questions from and to the students. I often use in-class exercises, aimed to summarize important points and probe students’ understanding of difficult concepts. In addition, in most classes, I schedule individual or group presentations. Where available, I show documentaries, short movies, pictures, and slide shows. I post lecture notes and assignments on the class website, and make extensive use of e-mail. I encourage students to submit early drafts of their papers for feedback. In addition to office hours, I make myself available before and after class.

 For me, effective learning results from understanding concepts, ideas and theories, not from memorizing facts. When I teach, I emphasize the connectivity among social and political processes. I aim to give students the skills to observe the social world around them and make connections between theory and practice, and among world events. For instance, the approach I take in comparative government classes emphasizes historical development. My focus is not on what institutions exist in each country, but on why they have been adopted. Similarly, while teaching international politics, I seek to convey not which events took place, but rather why. Therefore, with only occasional exceptions, I do not test students on memorizing places, dates and names.

 My main goal in teaching is to offer students the opportunity to develop their analytical, writing and communication skills. An important part of this process is learning the difference between personal opinion and knowledge. In my classes, depending on the circumstances, I offer both thought-pieces where students are required to reflect upon ideas and theories, and the more familiar research papers. I give essay exams, short-answer and multiple-choice exams, and a combination of the three. I also like to assign presentations on issues of relevance to the class thus helping students develop their ability to speak confidently in front of an audience.

 In addition, I believe that college education is not just about getting a degree and acquiring certain knowledge, although these are crucial parts of it. Education is also about gaining the skills needed to be a productive member of society. I often tell students that being consistently late for class is very much like skipping work. I point out that college is the place they can develop good working habits. I adhere to strict policies with respect to deadlines and following instructions. By not tolerating tardiness, I teach my students the skills necessary to survive in the working world.

 In addition to assigning group projects, I encourage students to study in groups. This serves several purposes. It requires students to meet their peers, which is often not easy in a large introductory class and in a large public university. It also gives them the opportunity to work in small groups, without having the added pressures of completing an assignment. Finally, it promotes understanding of the material, since to really understand a certain concept, one must be able to explain it adequately to someone else.

 I believe that learning becomes more effective if students and teacher know each other well. I start each semester by distributing index cards asking for students’ educational background and interests. This allows me to better tailor the class to their level and needs, while staying true to the curriculum. Where appropriate, I convey personal examples and experiences. For instance, in addition to lecturing on communism, I devote a class period where I tell my personal experience with it, show slides and respond to students’ questions and perceptions.

 Finally, my reluctance to embrace the so-called Socratic method is grounded on my personal aversion to putting students on the spot, and on my beliefs about how learning occurs. It is my conviction that a cordial, respectful and stress-free environment facilitates learning more than a situation where students feel under pressure to give the right answer or the answer they think I might want.