Teaching Philosophy

As a learner, the written word is how I make the most sense of the world. However, if I do not have the opportunity to ground writing in creating visual art or exploring history, the natural world, or any other subject, then my learning and my writing becomes shallow. I strive to keep this in mind as a teacher. Primarily a teacher of writing, I see how writing can effectively create opportunities to learn from one another, explore the processes of communication, and develop metacognitive, critical thinking, and information literacy skills.

When collaborating and sharing their ideas and work my students catch glimpses into each others’ lives and a bond of respect grows between them. I use students’ writing for academic models and have received positive feedback from students who appreciate analyzing their own writing in order to see what is possible for them to accomplish in their own writing.

I use recursive practices in my classroom by having students explore the writing process deeper with every assignment. Revision is emphasized in this process. After some support, students are required to make multiple revisions on their own before seeking feedback from others. This is so they can wrestle ideas into a well crafted form with plenty of practice.

In addition to revision, one of the most important processes my students engage in is metacognition. Whether it is reflective letters after each essay, journal entries about academic goals, logs to monitor reading strategies, or self-questioning exercises, I want my students to be aware of how they learn best in order to apply these strategies to all their courses of study, their future careers, or any part of their lives.

With their diverse backgrounds, students bring distinct insights to class which creates a lively and rich community of learners. My goal is for students to develop not only fluent written and spoken communication skills, but to realize that these articulated skills increase critical thinking abilities for a wide variety of issues and purposes. In order to hone and apply these skills, they must experience them in authentic and engaging experiences. Students in my class are encouraged to ask critical questions relevant to their own lives, and then push themselves to look at the lives of others. They are asked to choose from a variety of topical issues or pieces of literature in which they can relate to, then to challenge long held beliefs.

In terms of methodology, I use a combination of lecture, discussion, writing portfolios, presentations, and small group and one-on-one activities. Students are encouraged to contribute to discussions and learning activities. Use of slides, computer images, and some video stimulates discussion. In addition, I incorporate technology and library services to supplement my students’ learning.

I have professional goals that will enhance my teaching and learning experiences. I am interested in pursuing a doctorate in rhetoric and composition. I would like to teach creative writing, in addition to the composition courses I already teach, in higher education. I will continue to publish creative pieces and begin to publish articles in the field of education. I will continue to collaborate with other writers, artists, and educators. I plan to write and teach curriculum which integrates literature, history, culture, visual art and creative writing. As I continue to grow as an educator and writer, I will strengthen what my students are able to learn, communicate, and achieve.