TEACHING PHILOSOPHY
Grading
In my courses, I approach grading with thought and care. I provide students with rubrics and assignment sheets that allow them to identify criteria for grading easily. I follow a criteria-based grading. system, in which I assess students on their individual progress throughout the semester and I assess how they meet the criteria set for each assignment.
Course Content
I believe that strong writing is founded on analytical reading skills. To write well is to read successful examples of writing in all genres. From academic essays, to poetry, to comic books, I think that engaging with texts that are thoughtful, engaging, and well-written helps student explore different types of writing and develop their own voice. We read sources in my class for fun, for class discussion, and as models. By engaging with texts in various ways, students can view reading as a skill that can be applied in and out of the classroom. Regarding course assignments, I structure my unit projects to allow students to incorporate their interests. In my natural science unit, students compare the rhetorical features of an academic scientific article and a popular science article. In their essays, students make claims about how rhetorical features impact how information on a topic is expressed. For this project, students can choose their own scientific topic; in the past, topics varied from textiles to hydrogen bonding. Through this unit, I was able to learn more about my students and their interests, and I have received feedback from students majoring in STEM disciplines about how much more confident they felt writing about topics that interested them and how the comparative essay helped them learn critical reading skills that would be applicable to their discipline in the future.
Student-Centered Teaching
I construct my course to be as student-centered as possible. To me, student-centered teaching is about connecting with student’s individual needs and incorporating student values in course construction. I believe that if a student feels a personal connection to the course, I believe that helps with earnest participation and also makes their experience more enjoyable. To structure a student-centered classroom, I conduct student surveys at the beginning of each course to have students identify their goals and expectations for the class, and I incorporate their concerns into my lesson planning throughout the semester. I am also sensitive to student schedules as I plan due dates, and I also try to infuse students’ interests into my course content. While student-centered teaching is a process, I want my students to develop a professional identity in my course to help them navigate situations they may encounter at the university and beyond. Whether that be learning to communicate needs to professors or learning to identify personal goals and ambitions, I want students to learn how to use their voices in an appropriate, professional manner.
Empathetic Class Management
Having a student-led classroom comes with the responsibility of creating effective and empathetic class management. I have created class policies that support my goal to have a democratic class environment that still emphasizes personal, academic, and professional growth. In my course, I ask that students are present, engaged, and respectful to students and guests. For each unit, I assign a participation grade and give a short description of how they participated in the class community—this allows the student to see their progress but also gives us an opportunity to check in throughout the semester. I also have accountability policies that ensure that students are given flexibility, but not at the expense of coursework or deadlines. For instance, I require students to write a professional email, at least 24 hours in advance, to ask for an extension on Unit Projects. I am generous with extensions, but students must ask for extensions in a timely, professional manner. I also provide students with help creating semester plans; these documents help students plan their unit projects and develop their own working style (within the demands and structure of the course). My goal is to help students develop their own work rhythms within structured environments; I have noticed students have become overwhelmed with all the demands and expectations of school, so I want to incorporate project planning and professional discourse in my classroom policies to help them practice those skills.
In my classroom, I want each student to feel understood and represented. I want to encourage students that their interests and experiences are valid. I want to lead with kindness and understanding. By approaching my students with empathy, they will feel connected to the course and feel safe to explore themselves as future scholars. I want to provide my students with a curriculum that challenges them to think critically and view themselves as readers and writers. It is so important that each student feels confident in their abilities. By grounding my teaching philosophy in a student-centered approach, I aim to build a flourishing classroom community that encourages creativity, understanding, and empathy. I want my students to leave my course feeling proud of their accomplishments and ready to take on the next challenge.