​My teaching philosophy is guided by five C's - communication, critical thinking, creativity, courage, and compassion. I believe the knowledge one gains from a quality education is invaluable. At the core of my teaching philosophy is the belief that everyone can learn. Additionally, learning is an ongoing process. It never stops. As a teacher, I define my role as that of a facilitator of learning. In that role I see myself as a link in a concatenation of lifelong learning experiences. Therefore, my duty is to help my students establish a foundation of knowledge on which they can continue to build throughout their lives. As a result, I try to create a learning environment in my classroom that pulls from the world that exists both inside and outside of academia. Regardless of the subject that I am teaching, I take an integrative approach to better facilitate learning, application and retention of new concepts. I am a hands-on, learner-centered teacher, and I never tire of seeing the proverbial light bulb turn on when my students are able to assimilate new concepts or unearth talents that they did not think they possessed.

 

As a writing teacher, I am aware that I am often a bridge that connects what my students have learned to what they can learn. Therefore, I work to dispel myths and break down the barriers that many students have been allowed to erect with regard to writing. I incorporate a hybrid of process writing, writing-to-learn, and writing-to-communicate pedagogies in my writing classes. I anchor this with a practical focus on expository and persuasive writing. This methodology takes my students through the prewriting, research, drafting and revision stages of writing while providing a framework for effectively developing and communicating their thoughts. Through this approach, my students are able to see their writing evolve from abstract concepts to concrete compositions. They are also relieved of the pressure that makes them think that they have to produce a perfect paper in one take. Additionally, I believe in the power of writing to heal and empower. As such, I integrate mindfulness writing practices into my classes whenever possible. Through reflection, analysis, and application my students learn how to use writing to effectively communicate their ideas.

 

Because critical thinking and writing skills are essential components of academic and professional success, my composition courses are rooted in critical thought and active discussion in addition to writing. For a student to write effectively, the student must first develop an appreciation for reading and thinking critically. Therefore, in my classes I integrate reading and discussion of various styles of writing, including everything from newspaper and magazine articles to essays, novels, blogs, and song lyrics. By relating new concepts from the text and lectures to topics of interest, I try to create an environment that is not only engaging but also inspires students to write and express themselves in different ways. Additionally, I believe today’s writing classes must have a connection to new technologies to remain relevant. Therefore, I utilize everything from electronic databases, to digital resources, social media and film/video in my classes to integrate technology into the classroom and further engage my students.

 

From a technical standpoint, I focus on writing mechanics – sentence structure, grammar, punctuation, vocabulary, tone, etc. I often include “grammar boot camps” in my classes to improve students’ skills in this area. However, I also reiterate that though important, mechanics are not the top or only priority in writing.

 

By the end of my writing courses, my ultimate goal is for each student to demonstrate competence as writers. The level of competence will vary from student to student. However, I want them all to grow as writers by improving their overall critical thinking, research, and writing skills. In addition to demonstrating course outcomes, I hope my students understand and harness the power of the written word as a powerful medium for external and internal communication in the classroom and beyond.