Teaching Philosophy
Bradbury’s philosophy behind this sentiment is essentially the “sink or swim” metaphor of “throwing you in the deep end” but with the whimsical twist of imagination, innovation, and ingenuity. I think these components – an unfamiliar and even daunting challenge that creates an opportunity to problem solve with creativity and finesse – generate the richest learning experiences I can offer my students. This of course requires some difficult coursework, but I believe that students learn best when they can test their own limits.
To create these kinds of learning experiences for my students, I always include a variety of assignments hinging on discussion, writing, group projects, and presentation. Each of these mediums for communication stretch students in different ways but also help students see that their work is in dialogue. When their communication occurs as part of a conversation, students are exposed to questions about their perspectives, criticism of their ideas, and feedback for their weak points. These kinds of experiences also help shape students’ rhetorical awareness, which I believe is a crucial element in developing lifelong communication skills.
Some students enter college without the confidence required to really push themselves or meet challenges head on. They may believe they are terrible writers or have no talent for understanding literature, and often, these beliefs will act as insurmountable barriers that hinder learning. To help students overcome these obstacles, I believe students need to be invited to engage in certain levels of metacognition to see their potential for growth rather than their mistakes of the past. I make reflection a large part of my assignments, helping students take a step back to really evaluate their habits and talents, so they can gain the confidence to experiment, attempt, and achieve. I want them to see that failure is merely a learning tool, to reshape our brains and equip us with knowledge for the next endeavor.
I know I often ask a lot of my students. However, because I take my time to carefully scaffold their classroom instruction with reading and writing strategies, print and electronic learning resources, and hands-on practice, I equip them with all the tools they need to figure out how to fly.
To create these kinds of learning experiences for my students, I always include a variety of assignments hinging on discussion, writing, group projects, and presentation. Each of these mediums for communication stretch students in different ways but also help students see that their work is in dialogue. When their communication occurs as part of a conversation, students are exposed to questions about their perspectives, criticism of their ideas, and feedback for their weak points. These kinds of experiences also help shape students’ rhetorical awareness, which I believe is a crucial element in developing lifelong communication skills.
Some students enter college without the confidence required to really push themselves or meet challenges head on. They may believe they are terrible writers or have no talent for understanding literature, and often, these beliefs will act as insurmountable barriers that hinder learning. To help students overcome these obstacles, I believe students need to be invited to engage in certain levels of metacognition to see their potential for growth rather than their mistakes of the past. I make reflection a large part of my assignments, helping students take a step back to really evaluate their habits and talents, so they can gain the confidence to experiment, attempt, and achieve. I want them to see that failure is merely a learning tool, to reshape our brains and equip us with knowledge for the next endeavor.
I know I often ask a lot of my students. However, because I take my time to carefully scaffold their classroom instruction with reading and writing strategies, print and electronic learning resources, and hands-on practice, I equip them with all the tools they need to figure out how to fly.
Assessment Philosophy
I think the most important part of assessment is feedback from the teacher. I recognize that assessment is often very subjective, so I encourage open dialogue with my students about their grades and my evaluations of their work. Since some students learn best through trial and error (and studies have shown that experiences with failure often facilitates learning and long-term retention of lessons), I use strict guidelines for grading and often give my students chances to revise major assignments based on my feedback. I also make sure that they write reflective reports for revised work, helping them think metacognitively about the lessons they learn with each draft. I definitely take effort and improvement into consideration, and I seek to encourage as much as possible to coach my students toward achieving their potential.