Teaching Statement
Teaching Statement
The classroom environment provides an opportunity to not only cover the course learning objectives, but to make an impact on students’ lives, the local community, and society. My personal view of teaching is that I have the ability to help students break through restraints placed on them due to their socioeconomic status. I also have the amazing opportunity to challenge students to consider various points of view and step out of their comfort zone by trying something new, such as public speaking, new forms of writing, deeper reflection, etc. Agreeing with Dunn (2001), I believe in using different modalities to encourage students to communicate their knowledge in multiple ways, which is often initially challenging for some students.
Logan (2006) states that educators need to look beyond a narrow view of teaching English only through studying words, precision, and texts based on the European culture, but instead educators should employ students to think deeply and critically. I expect English courses to teach students to be knowledgeable and active citizens. It is through teaching students to read, evaluate the text for themselves, and then make an educated decision that students become deep thinkers. Often I hear first year students make very definitive and judgmental statements, but when asked to provide evidence, they fail. My hope is that by teaching students to become independent thinkers, they will learn to research, keep open minds, and be open to learning more throughout life
As a teacher, I am not limited to simply communicating with students only in the traditional classroom. Realizing that many community college students have many outside obligations, my intent is to create various opportunities to interact with students in other settings for those who desire to do so. I believe that conversations with students outside of the classroom are equally important. I firmly believe in Sanford’s (1967) Challenge and Support Theory, in which he states that growth occurs when students have a challenge/support balance. While this is a Student Development Theory, I find the concept to be true in the classroom in regards to learning as well. Because of the challenges that students can face, especially those who have many commitments, I hope to provide support and encouragement to help students see their educational goal through.
I prefer to create opportunities for student-teacher interaction through community service projects, student-teacher conferences, and simply being active, visible, and available on campus. I like to expose students to new concepts and activities or projects, which can be challenging, but support them with regular feedback. Ideally, I appreciate feedback/assessment that gives students an active role in the discussion. Open communication with students is important to me. I regularly provide responses through the use of student-teacher conferences and portfolios.
When teaching and communicating with students online, I incorporate as many personal elements as possible. For example, I utilize Skype, Face Time, YouTube videos, Tegrity, live chats, text messages, and even the phone. Realizing that online students must complete their academic work when their schedules allow, I rely on technology to keep us connected so that the students receive timely responses.
My style of teaching is to take advantage of teachable moments and to be flexible. I prefer to use authentic materials and topics that are relevant to students to enhance student learning, interest, and motivation. I do this through getting to know students and their interests, keeping up to date with new teaching concepts and technology, and regularly evaluating what works and what does not. I like to include students in this process, because I believe in the value of their feedback and their education.
