Teaching Philosophy
Before Class
Each student is an individual comprised of a unique range of experiences, perspectives, and goals.
Students often enter the course with a preconceived notion of writing and their abilities as writers which tends to be negative and/or inaccurate. However, along with their awareness of their weaknesses, students also come with an eagerness to learn.
During Class
It is my goal as a teacher to foster a learning environment that encourages students to develop their own ideas and become critical thinkers.
A writing teacher provides the materials, content, discussions, assignments, and questions that empower students to voice their opinions clearly and to be heard—to understand the world around them and become and active and necessary participants in it.
From our various experiences, each student has a particular contribution to make to the class and to the course. Through effective collaboration, our class is elevated in our learning—as individuals and as a community.
My philosophy relies heavily on goal-centered learning: If a student is intrinsically motivated and can regulate their own learning, they will flourish into a lifelong learner who is in charge of their own direction and goals. I therefore incorporate goal-setting in each unit and we review their goals during individual conferences, during a post-assignment reflection, and periodically in the writing process.
I believe my role in the classroom is to provide direction and especially encouragement as they come to discover the tenets of good writing and uncover their own ability to refine their pre-existing skills.
After Class
Because my students are geared toward self-regulated learning through their own goal-setting paired with the reflection periods, students will remember their own goals and their reflections on how they fared. This goal/reflection duo lends itself to long-term learning of the concepts they focused on, under my guidance and direction.
As they progress through the course, students will come to understand the power of criticism and value the process of thinking—paired with an enhanced ability to communicate their ideas in an effective presentation and ultimately become enabled to participate in the rhetorical situation and conversation in the world around them.
Each student is an individual comprised of a unique range of experiences, perspectives, and goals.
Students often enter the course with a preconceived notion of writing and their abilities as writers which tends to be negative and/or inaccurate. However, along with their awareness of their weaknesses, students also come with an eagerness to learn.
During Class
It is my goal as a teacher to foster a learning environment that encourages students to develop their own ideas and become critical thinkers.
A writing teacher provides the materials, content, discussions, assignments, and questions that empower students to voice their opinions clearly and to be heard—to understand the world around them and become and active and necessary participants in it.
From our various experiences, each student has a particular contribution to make to the class and to the course. Through effective collaboration, our class is elevated in our learning—as individuals and as a community.
My philosophy relies heavily on goal-centered learning: If a student is intrinsically motivated and can regulate their own learning, they will flourish into a lifelong learner who is in charge of their own direction and goals. I therefore incorporate goal-setting in each unit and we review their goals during individual conferences, during a post-assignment reflection, and periodically in the writing process.
I believe my role in the classroom is to provide direction and especially encouragement as they come to discover the tenets of good writing and uncover their own ability to refine their pre-existing skills.
After Class
Because my students are geared toward self-regulated learning through their own goal-setting paired with the reflection periods, students will remember their own goals and their reflections on how they fared. This goal/reflection duo lends itself to long-term learning of the concepts they focused on, under my guidance and direction.
As they progress through the course, students will come to understand the power of criticism and value the process of thinking—paired with an enhanced ability to communicate their ideas in an effective presentation and ultimately become enabled to participate in the rhetorical situation and conversation in the world around them.