Teaching Philosophy

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Teaching philosophy

Being in the writing classroom, I can recall the many times that I have seen students sit at their desks staring at a blank sheet of paper not knowing how to begin the writing process. They shift uncomfortably from side to side in their chairs and then begin to put something down, and just as quickly, they erase what they have written. I see this and I can instantly relate to their struggle and frustration about writing. I remember being in a college writing course myself, and feeling like I didn’t belong. My first language is not English and my struggle with writing was real. In my teaching, I emphasize multilingual strategies, diversity and multi-modality.

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My teaching philosophy stems from my own lived experiences in learning to write in a new language. As a non-native English speaker, I clearly understand the challenges and demands most students in a bicultural and bilingual community encounter when it comes to writing. These experiences have molded me to become a seeker of knowledge including researching strategies to facilitate the writing process for those whose first language is not the dominant language of instruction. As an educator, my purpose is providing the tools for such struggles. I make every effort to identify teaching practices that value what students bring to the classroom so students can begin to fill that empty page with knowledge. If English is not their first language, I introduce communicative strategies that incorporate student’s linguistic resources and encourage students to move back and forth using their languages. The goal is to get students to put something on paper stimulating the flow of ideas. I’ve had students come to me saying how much they appreciate that they can use their home dialects, especially when writing their drafts and clarifying assignment instructions. Acknowledging their linguistic resources allows them to connect with others and listening to them makes them feel like they belong.  

 

Diverse talents

The writing classroom is a dynamic environment where students learn and thrive with different styles of instruction. I celebrate differences in learning styles and implement various activities that place value on students’ unique methods of learning. By incorporating a variety of pedagogical practices in addition to lecturing, including group collaboration, discussions, videos, class presentations and peer reviews, my goal is to make them feel comfortable but also to challenge them to try different approaches to learning. Even though I may be moving them away from their comfort zone, my students persevere. Their reflection pieces indicate not what they think I want to hear, but what they have learned in my class. They write about how group work taught them about listening carefully and respecting others’ opinion. They express that they’ve gained a new perspective about themselves after giving and receiving peer feedback. By participating in various class activities and experimenting with alternate learning practices, students learn to navigate distinct territories, gaining experiences that they will use in future classes and even future careers.

 

Multi-modal approach

I ask my students to compose using different communicative forms to capitalize on their technological skills. As I integrate multi-modal assignments into their composition courses moving away from a blank sheet of paper or a blank screen, I aim to expand their understanding on how meaning can be made not only in words on paper, but also by using other modes. For example, students are asked to design a brochure or compose a public service announcement video that require careful attention to the combination of visual, spatial, linguistic, gestural and audio elements. After they have created their projects, student are expected to discuss the choices made and how these choices support their message or argument. By adopting a multi modal approach, I am stressing that there is not just one way to create and make meaning, but many practices available which are representative of the 21st century.

 

The best job

Being prepared, organized and ready to teach are key factors to running a successful classroom; however, liking your job and showing it makes for a more enjoyable and productive learning experience all around. Smiles, enthusiasm and an open mind can be highly contagious. Any challenges my students may have are easier to overcome with the right frame of mind.  One of the greatest assets that I bring to the classroom is my ability to interact and connect with my students. Interacting can be done by simply replacing my lectures with conversations resulting in opportunities for discovering new things together. I walk around in the classroom asking questions engaging and inviting my students to add to the conversation. You will be pleasantly surprised at how well students respond to this interactive process between students and teacher. Sometimes all they need is to know that you care about what they have to say. I connect with them on several levels, as a former student relating to their struggles and at times as a multilingual learning to negotiate languages and always as an individual who is willing to learn and grow. I share with my students my personal struggle to become a successful learner showing them that a blank template or a white page is a limitless invitation for discovery and an opportunity to grow.