The simplest way to describe my philosophy of teaching is that I want to challenge students to become better thinkers, writers, and students while at the same time putting them in the best possible position to succeed in doing that. I believe in an open line of communication with students because that is what helps build the accountability and trust that is so important in the classroom.<\/p>\n\n\n\n
Those two aspects are so important because I want to make sure the students are not afraid to push themselves. Former Esquire magazine writer-at-large Chris Jones tweeted:<\/p>\n\n\n\n
\u201cIn the end though \u2013 or in the beginning, at least \u2013 every word that you write is a choice that you make. That\u2019s the last moment you have control, in fact: when you\u2019re alone, looking at the screen, at the white space under your name. You won\u2019t be perfect. You will make mistakes. You will overreach. You will be too brave and also too fearful.\u201d (Storify)<\/p>\n\n\n\n
Students need to know that they have the freedom and safety to not only make those mistakes, but to also discuss challenging and complex issues.<\/p>\n\n\n\n
What I want students to do is to get better every day, even if it is just incrementally. If students can take even one little thing from each class period in a semester, to say nothing of additional conferences and the simple act of writing, that still results in a significant improvement in a student\u2019s writing and critical thinking ability.<\/p>\n\n\n\n
CONCEPT OF LEARNING<\/p>\n\n\n\n
Not every student has the same approach to learning, not only in how they learn (visual, auditory, etc.), but in how engaged they are with the subject. Part of this engagement, or lack thereof, comes from the demands placed on students today. Not only are they forced to keep up with their studies but they also must do so while juggling outside demands. In how I structure assignments I try to meet the students where they can be fully engaged. I believe in what Jonathon Mauk terms \u201cthird space,\u201d bridging the gap between the personal and academic world. I give students a wide range in topic selection to ensure they are writing about things they<\/em> want to discuss. In addition, the assignments are designed to draw upon their own experiences as much as possible while pushing students beyond their comfort zones to expand not only their thinking skills, but also their understanding of the world and cultures around them.<\/p>\n\n\n\n CONCEPT OF TEACHING<\/p>\n\n\n\n My concept of teaching is to provide that firm yet gentle hand to guide students through their learning. Writing can be a solitary process, and although there may be collaboration during the invention and polishing stages, through conferences and peer reviews, when it comes down to putting the actual words on the paper it is up to the students themselves to make those conscious decisions. Coming from my professional background as a journalist, I saw first-hand how the best editors kept the writer\u2019s voice and style in a piece. At this point it is imperative that students find their own voice. That is why I\u2019m not as concerned about grammar and stylistics with the exception of the most egregious mistakes. I concur with John Clifford who said: \u201cInstructors can help students become inquisitive writers by avoiding rigid rules, constant evaluation, and an obsession with socializing students into the conventions of \u2018normal\u2019 academic writing\u201d (392).<\/p>\n\n\n\n This independence may seem to be contradictory to what I mentioned earlier in how they are put in a position to succeed. I\u2019m going to support them in their own way. I see my role as that of a gardener. Some students are going to need some sun, some a little water and other may need the weed whacker. That does not mean I\u2019m going to be hands off, in fact far from it as I\u2019ll discuss in detailing my interaction with students.<\/p>\n\n\n\n GOALS FOR STUDENTS<\/p>\n\n\n\n I have two simple goals for the students: to develop their critical thinking skills and their writing ability. These two goals go hand-in-hand as it was Bill Wheeler who said that \u201cwriting is thinking made visible\u201d which ties in with my belief that composition is the arrangement of thoughts into a tangible form.<\/p>\n\n\n\n I structure the assignments so they are not only scaffolded within the assignment itself \u2013 through feedback from either peers or myself at almost every step of the process \u2013 but also over the course of the semester. With each successive assignment more and more of the first-person element, either in the writing or invention, is removed. This aids in their critical thinking.<\/p>\n\n\n\n INTERACTION WITH STUDENTS<\/p>\n\n\n\n Because I value communication with my students so much, it is important that I interact with them every class period. Even if it is something as simple as saying hello when they walk into the classroom or meeting their eyes during a lecture or discussion. In an effort to build a comfortable environment it is important that students feel as much at ease as possible.<\/p>\n\n\n\n As far as more formal interaction, I try to hold at least two scheduled conferences with my students in addition to encouraging students to visit during office hours and by appointment. This one-to-one instruction is valuable because of my belief that writing, and the process thereof, is individual. While there is value in group instruction, either with the class writ-large or in smaller sessions, there has to be an individual component to instruction. Conferencing, along with consistent, timely feedback and a concrete rubric is my way of being accountable and building trust with students.<\/p>\n\n\n\n Works Cited<\/p>\n\n\n\n \u201cChris Jones \u2013 Words Matter.\u201d Storify<\/em>, 20 July 2015, https:\/\/storify.com\/wfnyscott\/chris-jones.<\/p>\n\n\n\n Clifford, John. \u201cThe Subject is Discourse.\u201d Relations, Locations, Positions<\/em>. National Council of Teachers of English, 2006. pp 381-398.<\/p>\n\n\n\n Mauk, Johnathon. \u201cLocation, Location, Location: The \u201cReal\u201d (E)stats of Being, Writing and Thinking in Composition.\u201d Relations, Locations, Positions<\/em>. National Council of Teachers of English, 2006. pp. 198-225.<\/p>\n","protected":false},"excerpt":{"rendered":" The simplest way to describe my philosophy of teaching is that I want to challenge students to become better thinkers, writers, and students while at the same time putting them in the best possible position to succeed in doing that. … Continue reading