Teaching Philosophy
Equitable experiences are the key to being actively involved in the learning process. There are several ways student involvement can be incorporated into the classroom; however, I believe beginning with the concept of socially constructed knowledge is essential. With this concept as the foundation for teaching, methods and strategies incorporating peer negotiated discussions and tasks become the cornerstone of classroom learning. This allows the teacher to become the guide on side rather than the sage on the stage. Furthermore, by providing students with a true sense of ownership for their learning, opportunities to develop and move learning outside the constraints of a typical university classroom become more feasible. A myriad of collaborative opportunities and learning styles can be incorporated in this type of work. Examples include but are not limited to:
These types of projects provide opportunities to assess undergraduate and graduate students through formative and summative experiences. Assessments focusing on socially constructed knowledge within collaborative project work may include student developed rubrics, peer-reviewed project elements, and group designed discussion and feedback loops. Furthermore, assessments created by students or teachers must always be linked to learning objectives. It is my job to model for future and practicing educators scaffolds and experiences that support the learning process and provide a new perspective on the assessment process. As a teacher, I cannot move students forward in achieving learning objectives without first understanding where they are beginning. My goal is for preservice and practicing teachers to begin appreciating assessment as a tool for better instruction rather than a tool to determine grades.
When assessment drives instruction rather than grades, the learning community is irrevocably altered. This approach allows students to feel safe when experimenting with new ideas and concepts without the fear of failure or loss of grade points. In order to model safe trial and error, I regularly incorporate self-assessment into my own practice by asking for student feedback on my teaching methods and strategies. It is my belief that opportunities for preservice teachers to have a voice in the development of my instructional practice encourages the idea that all teachers must continuously seek out feedback for professional growth.
As a first-generation college student, I was often afraid to express my thoughts and ideas in class. I did not believe my voice was worth sharing because I had yet to make real connections with professors. Furthermore, I did not see my professors as role models, mentors, or guidance counselors, rather, they were the intimidating gatekeepers to my future. Teaching for me is about building relationships by tearing down the gate, helping students navigate the path, as well as providing safe spaces and scaffolded instruction along the way.
- developing a social media campaign to bring awareness to a local literacy event in need of volunteers;
- creating a collaborative partnership with local districts to design and implement a writing program centered on student fandoms;
- designing a website to outline the importance of culturally and linguistically responsive teaching and sharing it with districts;
- writing an article around the importance of honoring literacy embedded in popular culture and submitting it for publication; and
- producing a video on literacy education as a social justice issue.
These types of projects provide opportunities to assess undergraduate and graduate students through formative and summative experiences. Assessments focusing on socially constructed knowledge within collaborative project work may include student developed rubrics, peer-reviewed project elements, and group designed discussion and feedback loops. Furthermore, assessments created by students or teachers must always be linked to learning objectives. It is my job to model for future and practicing educators scaffolds and experiences that support the learning process and provide a new perspective on the assessment process. As a teacher, I cannot move students forward in achieving learning objectives without first understanding where they are beginning. My goal is for preservice and practicing teachers to begin appreciating assessment as a tool for better instruction rather than a tool to determine grades.
When assessment drives instruction rather than grades, the learning community is irrevocably altered. This approach allows students to feel safe when experimenting with new ideas and concepts without the fear of failure or loss of grade points. In order to model safe trial and error, I regularly incorporate self-assessment into my own practice by asking for student feedback on my teaching methods and strategies. It is my belief that opportunities for preservice teachers to have a voice in the development of my instructional practice encourages the idea that all teachers must continuously seek out feedback for professional growth.
As a first-generation college student, I was often afraid to express my thoughts and ideas in class. I did not believe my voice was worth sharing because I had yet to make real connections with professors. Furthermore, I did not see my professors as role models, mentors, or guidance counselors, rather, they were the intimidating gatekeepers to my future. Teaching for me is about building relationships by tearing down the gate, helping students navigate the path, as well as providing safe spaces and scaffolded instruction along the way.