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MY TEACHING PHILOSOPHY
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Philosophy
I believe that it is a teacher’s role to guide his or her students into a world of exploration. Through this journey of exploration students are better able to become inspired by the learning process and therefore absorb more in such a way as to use their learning as foundational building blocks creating a solid platform of not just intellect and capability, but also interest and inquiry. My goal is not to enforce my personal beliefs upon my students; rather, it is my goal to create an environment that encourages each student to dig for truth and meaning.
I have found that most students are not aware of their own potential. Therefore, I take my position as their instructor as an opportunity to facilitate their self-discovery, opening up infinite possibilities and potential. By structuring my courses in this atmosphere, I find that students take a greater interest in the learning process as they are more interested in the material. I maintain this environment through the introduction of global topics, often dangerous/controversial issues, and a discussion-based classroom.
I have found that most students are not aware of their own potential. Therefore, I take my position as their instructor as an opportunity to facilitate their self-discovery, opening up infinite possibilities and potential. By structuring my courses in this atmosphere, I find that students take a greater interest in the learning process as they are more interested in the material. I maintain this environment through the introduction of global topics, often dangerous/controversial issues, and a discussion-based classroom.
Content
I believe that my students have a right to understand what will be expected of them throughout the course and for this reason, I provide a carefully crafted and clearly structured syllabus. I also provide handouts that include outlines, examples, and resources, which help to clarify in-class and textual lessons and themes. I also provide detailed rubrics for all written assignments that they complete.
The texts I utilize include graphic memoirs, co-authored memoirs, and short nonfiction essays. I also present engaging documentaries as gateways into some of our topics. And as we assess rhetoric and elements of argument, I present a wide variety of video clips. I have found that utilizing material outside of conventional text is a way to captivate students’ interest and involvement who otherwise may have checked-out of a 4-credit college reading and writing course, believing they are not interested in reading or writing or believing that they simply are good at it and therefore they don’t invest in the course as much as they could.
The texts I utilize include graphic memoirs, co-authored memoirs, and short nonfiction essays. I also present engaging documentaries as gateways into some of our topics. And as we assess rhetoric and elements of argument, I present a wide variety of video clips. I have found that utilizing material outside of conventional text is a way to captivate students’ interest and involvement who otherwise may have checked-out of a 4-credit college reading and writing course, believing they are not interested in reading or writing or believing that they simply are good at it and therefore they don’t invest in the course as much as they could.
Success
I believe that it is counterproductive to assert that there is only one right way. For this reason, I maintain a variety of examples that students are able to use as models. The diversity of the models presented to my students ensure that they will not fall into mechanized responses. Allowing their individual personalities to drive their learning encourages creativity and initiative. Plenty of individualized comments on each student’s work as well as personal conferences are the best ways to offer each student the greatest opportunity hone their analysis and composition skills. I encourage my students to put themselves into their work. I espouse the belief that failure can be the driving force behind some of the most impassioned and inspirational work of all time.
By the end of the semester, my students are driven—not by me—but by their own inner desire to grow.
Projects
Two of the memoirs my students read include: They Poured Fire on Us From the Sky (a memoir co-authored by three of South Sudan’s lost boys who were lucky enough to make it to the U.S. before the International Rescue Committee's efforts to relocate the surviving lost boys came to an abrupt halt due to 9/11) and The Latehomecomer (a memoir that poetically documents the terrifying flight of her Hmong family through the Mekong River into Thailand and then their difficult integration as refugees into the U.S.).
I use these two texts to launch my student's final project: the detailed plan (outline) for the creation of a nonprofit organization and their choice of 1-2 written pieces that would be a part of implementing/running this organization (i.e. the organization's website, a grant proposal, a business letter to the CEO of a company, a speech, an article, etc.).
My students love these memoirs and this project because they are creative nonfiction: real life. They are easy to read and when mixed into historical perspectives and current real life applications, the writing comes alive and they are inspired to work hard on their pieces (I like that, too).
I use these two texts to launch my student's final project: the detailed plan (outline) for the creation of a nonprofit organization and their choice of 1-2 written pieces that would be a part of implementing/running this organization (i.e. the organization's website, a grant proposal, a business letter to the CEO of a company, a speech, an article, etc.).
My students love these memoirs and this project because they are creative nonfiction: real life. They are easy to read and when mixed into historical perspectives and current real life applications, the writing comes alive and they are inspired to work hard on their pieces (I like that, too).
