Sharing a Philosophy
9/27/2012
This information was acquired during a follow up interview with the professor of the WiL class, after my concluding observation. (Please note: These are not direct quotes.)
What is your purpose for teaching?
Instructors must guide and enlighten students with clear communication, while remaining flexible. Establishing a sense of community and connectedness is essential to a positive and beneficial learning environment for all learners. As we exist in this world together, students need more opportunities to collaborate. At times it is difficult to reach all students. For instance, the only two males in the class do not add their perspective or thoughts into the class discussions; yet their papers incorporate some interesting thoughts that would be beneficial for the class to hear. Small group discussions have not worked; in fact the approach created a more uncomfortable atmosphere. In an effort to establish a comfortable sharing environment, for everyone, adjustment is necessary on the part of the educator.
Beyond the classroom, students usually are required to participate in a community event. For instance there may be a series or event at the local library or on campus that relates to a reading, author, and/or one of the three sections the course is split into. Community connections foster bonding opportunities and facilitate relevant conversation in the classroom. There are many tools to use in order to excite, cajole, and educate students for writing success.
How do you measure student success?
Student success is measured in multiple ways. If students are comfortable enough to engage in class discussion that is success. Recognizing the development in student writing over the semester, such as more interaction with the text and a thorough analysis of a text demonstrates success. Students who are not English majors who write solid papers is success. Writing in and for a new discourse community is a complex feat. English majors who are able to think and write beyond or outside of the major have achieved a level of success.
What is your teaching philosophy?
Three keys:
a. design courses with a wide range of texts that bridge culture, nationality, race, sexuality, gender, age, and physical ability. Exposure to different styles encourages writing about different forms and imitating form. Students need space to talk and write about conflict and connections across the various aspects of life; theirs or others. A representation of diversity alone is not enough. Relevant material encourages students to establish connections to real life. Students should incorporate their own anecdotes, life observations and research in relation to the text. The method teaches against oppressive pedagogy.
b. foster genuine curiosity in students and empower them as active scholars.
Students have choices and help dictate the flow of the course, regarding discussions, reflections, and research topics. Students must learn to evaluate their own work. Revisiting, revising, and reflecting is a process that leads to well-developed writing. Students should consider instructors' views on "good" and "bad" writing when discussing texts, pointing out differences regarding limitations and fully developed language to provide reader to use imagination. Such a consideration causes one to consider their own style and level of writing.
c. help students engage with the world we live in - locally, nationally, and globally.
Problem-driven questions provoke answers and critical thoughts regarding our society. Students should consider what is present and missing from literature (i.e. the classes revelation that there needs to be a liberated woman in novels, films, and TV shows that is not harassed or harmed for being a woman without additional labels - not a masculine or dominate character, just a woman).
This information was acquired during a follow up interview with the professor of the WiL class, after my concluding observation. (Please note: These are not direct quotes.)
What is your purpose for teaching?
Instructors must guide and enlighten students with clear communication, while remaining flexible. Establishing a sense of community and connectedness is essential to a positive and beneficial learning environment for all learners. As we exist in this world together, students need more opportunities to collaborate. At times it is difficult to reach all students. For instance, the only two males in the class do not add their perspective or thoughts into the class discussions; yet their papers incorporate some interesting thoughts that would be beneficial for the class to hear. Small group discussions have not worked; in fact the approach created a more uncomfortable atmosphere. In an effort to establish a comfortable sharing environment, for everyone, adjustment is necessary on the part of the educator.
Beyond the classroom, students usually are required to participate in a community event. For instance there may be a series or event at the local library or on campus that relates to a reading, author, and/or one of the three sections the course is split into. Community connections foster bonding opportunities and facilitate relevant conversation in the classroom. There are many tools to use in order to excite, cajole, and educate students for writing success.
How do you measure student success?
Student success is measured in multiple ways. If students are comfortable enough to engage in class discussion that is success. Recognizing the development in student writing over the semester, such as more interaction with the text and a thorough analysis of a text demonstrates success. Students who are not English majors who write solid papers is success. Writing in and for a new discourse community is a complex feat. English majors who are able to think and write beyond or outside of the major have achieved a level of success.
What is your teaching philosophy?
Three keys:
a. design courses with a wide range of texts that bridge culture, nationality, race, sexuality, gender, age, and physical ability. Exposure to different styles encourages writing about different forms and imitating form. Students need space to talk and write about conflict and connections across the various aspects of life; theirs or others. A representation of diversity alone is not enough. Relevant material encourages students to establish connections to real life. Students should incorporate their own anecdotes, life observations and research in relation to the text. The method teaches against oppressive pedagogy.
b. foster genuine curiosity in students and empower them as active scholars.
Students have choices and help dictate the flow of the course, regarding discussions, reflections, and research topics. Students must learn to evaluate their own work. Revisiting, revising, and reflecting is a process that leads to well-developed writing. Students should consider instructors' views on "good" and "bad" writing when discussing texts, pointing out differences regarding limitations and fully developed language to provide reader to use imagination. Such a consideration causes one to consider their own style and level of writing.
c. help students engage with the world we live in - locally, nationally, and globally.
Problem-driven questions provoke answers and critical thoughts regarding our society. Students should consider what is present and missing from literature (i.e. the classes revelation that there needs to be a liberated woman in novels, films, and TV shows that is not harassed or harmed for being a woman without additional labels - not a masculine or dominate character, just a woman).
Students should be active in their contribution and accepting of others ideas. There are no limitations; music, the Internet, peer-response, small group activities, writing exercises, etc are tools used to create channels for connections to form and/or be found.
Final thoughts
The WiL course certainly includes a variety of approaches that lead to a unique learning experience for all learners. Multiple forms of media and literary texts are included to demonstrate the influences text has in other facets of life. Paulo Freire wrote of educative experiences that are student-centered. Several theorists mentioned in this blog refer to the writing and teaching process as a communal process. Working with others we can learn from one another while simultaneously teaching our peers and professors. Incorporating cultural and subcultural differences as well as expecting students to write about them in a class encourages students to exercise their voices. bell hooks encourages taking the risk to develop an authentic writing-voice upon entering a new discourse community. Although, the students in this course have not yet received any writing feedback from the reflections they have submitted, the instructor promotes taking risks and establishing new connections between the readings, discussions, and one's own life. The class amplifies the foundation used to recognize and respect issues from a woman's perspective through literary and literacy experiences.
Final thoughts
The WiL course certainly includes a variety of approaches that lead to a unique learning experience for all learners. Multiple forms of media and literary texts are included to demonstrate the influences text has in other facets of life. Paulo Freire wrote of educative experiences that are student-centered. Several theorists mentioned in this blog refer to the writing and teaching process as a communal process. Working with others we can learn from one another while simultaneously teaching our peers and professors. Incorporating cultural and subcultural differences as well as expecting students to write about them in a class encourages students to exercise their voices. bell hooks encourages taking the risk to develop an authentic writing-voice upon entering a new discourse community. Although, the students in this course have not yet received any writing feedback from the reflections they have submitted, the instructor promotes taking risks and establishing new connections between the readings, discussions, and one's own life. The class amplifies the foundation used to recognize and respect issues from a woman's perspective through literary and literacy experiences.
Thank you to the WiL professor and students that agreed to be a part of this assignment.
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