My personal philosophy on teaching is based on what I consider to be a
philosophy many already use without a formal disclosure. Good and
effective teaching must include three basic ingredients or qualities
for which the teacher is primarily responsible for.

Knowledge

You must be well aware of what's happening in your field if you are
going to be a good teacher at a university. This is a prerequisite
-- you should be viewed by your peers as an "expert" of the subject
your teaching.

Communication

The second most important quality that good teachers possess is
the ability to communicate their knowledge and expertise to their
students.

It is a common misconception at the university level that knowledge
of a subject is all that's required to be a good teacher; that the
students should be willing and able to extract the meat from what
you say regardless of how it is delivered . This might be true at
the upper graduate level, but elsewhere it is definitely untrue.
It is especially untrue at the undergraduate level. The teacher's
job is to take advanced knowledge and make it accessible to the
students. I strive to allow students to understand the material,
and to understand what it means.

A good teacher can take a subject and help make it crystal clear to
the students. A bad teacher can take that same material and make
it impenetrable, or a bad teacher can devote so little time and effort
to preparation that the material presented is intrinsically confusing
and disorganized. A good teacher is willing to expend the effort needed
to find innovative and creative ways to make complicated ideas
understandable to their students, and to fit new ideas into the context
available to the student. I attempt to explain complicated material in
a way that students can understand and use.

Interest

A good teacher starts with a firm knowledge of the subject, and builds
on that with a clarity and understanding designed to help students master
the material. The best teachers then go one step further. Because good
teachers are interested in the material being taught, they make the class
interesting and relevant to the students. Knowledge is worthless unless it
is delivered to the students in a form they can understand. But the effort
expended making the material understandable is wasted if the students are
asleep when it is delivered, or if the students can see no point in learning
the material.