How is my teaching philosophy evolving?
My short answer: Quickly. To be quite honest, I have never thought about teaching philosophies before. But, I have found that I have very strong guidelines when it comes to teaching. As Dr. Rickly commented on one of my previous blog entries, I may have certain sensitivities to students because I am a single mother. At times, I have compassion and high expectations for the students, and at other times, I have no patience and am annoyed by them. That is the same with motherhood. My three-year old is precious, and I love him dearly. He is my world, and without him I would never be where I am. I have similar sentiments for the FYC students. Hold on, I am not in love with the students. But I want to guide them, protect them from academic failure, and offer a consistent example for learning. Do you see the connection yet? Being a teacher and a mother carries similar ideologies. Here is an example that I plan to incorporate into a teaching philosophy:
Planning and repetition: To avoid “melt-downs” for my son (and myself) I find myself constantly planning and verbalizing the plan. At bedtime I will tell Ryan what we are doing tomorrow, where we are going, what is expected of him, and how we can accomplish all tasks. I remind him in the morning of our “game plan” for the day and the week. I typically say, “Only __ more days until the weekend. If you have been a good boy all week, we will have a fun weekend. We have the TTU football game, _____’s birthday party on Saturday and church on Sunday.” Some people may read this and think I have lost my mind, but I think the same approach is helpful in the classroom. Planning the day, week, month, semester or year is an important job for a teacher. Obsessive planning can relieve anxiety or confusion for the student. Moreover, if students (or, my child) know what is expected from them, they will likely rise to the expected level. If I tell Ryan that he has to be nice to his friends, respectful of his teachers (use “yes, ma’am or no ma’am, please and thank you), and obedient at home (bath time, dinner time, clean-up time) in order to avoid punishment or to earn a reward, he rarely fails. That leads me to another belief system – REWARDS for good behavior or well-written assignments. But, you’ll have to wait for this one…
Tuesday, October 28, 2008
Wednesday, October 22, 2008
What should we know?
What should a FYC teacher come to the class knowing? What should a FYC student come to class knowing? How can we prepare for “Plan B” when they don’t?
Yes, great questions. My answer: I don’t know. I have some ideas about what I can offer as a FYC instructor, and I also know what I knew as a FYC student.
FYC Teacher: The first thing that will be important for me to know and understand is that teaching as a graduate instructor carries a large amount of responsibility; it is not just a job or a hoop that I have to jump through. I will be responsible for educating students. Let me emphasize this point – I will be responsible for educating college students on writing. What an important task! Dr. Rickly may ask, what “tools do I need to have in my teacher tool belt?” I think an advanced knowledge of grammar is imperative. That is to say, I do not believe I have to become an expert in grammar; but, I need to know the rules, and more importantly, I need to be able to explain why we have certain and specific rules. Secondly, a FYC teacher must understand and be able to support the first-year writing program and its syllabus: Why students are required to write summary, paraphrase, thesis, etc.? I think the FYC program at Texas Tech relies on the process theory for writing. Therefore, I must be able to identify and articulate the effectiveness of the writing process. I must also be willing to defend the theory and, at times, help students to recognize their own process.
FYC Student: The student in FYC should have a beginner to intermediate knowledge of grammar. They should have a basic understanding of their writing process. They should know how to proofread and articulate their ideas through writing. Other things like critical thinking and writing, peer evaluations, organization, writing for specific audiences, and academic style will be learned in FYC and in future college courses… hopefully.
“Plan B”: RUN, RUN, RUN! No, just kidding. I think preparing for “Plan B” is appropriate and necessary both for the FYC teacher and student. As a teacher, “Plan B” means to continually evaluate the course, where it is going, how the students are responding, and what topics need to be emphasized for the particular class. Unfortunately, as a teacher, I will not be able to cater to each individual need of the student. I can, however, take the most common concerns or problems from the class and adjust class lectures and activities to effectively approach these issues.
A FYC student must also have a “Plan B.” Learning is not the responsibility of the teacher. The student must have a plan if his/her teacher is not able instruct in such a way that caters to their individual needs. Teachers are people, too; most cannot teach to each student’s needs. “Plan B” for the student could be private tutoring, Writing Center consultations, or talking to their instructor during office hours.
Yes, great questions. My answer: I don’t know. I have some ideas about what I can offer as a FYC instructor, and I also know what I knew as a FYC student.
FYC Teacher: The first thing that will be important for me to know and understand is that teaching as a graduate instructor carries a large amount of responsibility; it is not just a job or a hoop that I have to jump through. I will be responsible for educating students. Let me emphasize this point – I will be responsible for educating college students on writing. What an important task! Dr. Rickly may ask, what “tools do I need to have in my teacher tool belt?” I think an advanced knowledge of grammar is imperative. That is to say, I do not believe I have to become an expert in grammar; but, I need to know the rules, and more importantly, I need to be able to explain why we have certain and specific rules. Secondly, a FYC teacher must understand and be able to support the first-year writing program and its syllabus: Why students are required to write summary, paraphrase, thesis, etc.? I think the FYC program at Texas Tech relies on the process theory for writing. Therefore, I must be able to identify and articulate the effectiveness of the writing process. I must also be willing to defend the theory and, at times, help students to recognize their own process.
FYC Student: The student in FYC should have a beginner to intermediate knowledge of grammar. They should have a basic understanding of their writing process. They should know how to proofread and articulate their ideas through writing. Other things like critical thinking and writing, peer evaluations, organization, writing for specific audiences, and academic style will be learned in FYC and in future college courses… hopefully.
“Plan B”: RUN, RUN, RUN! No, just kidding. I think preparing for “Plan B” is appropriate and necessary both for the FYC teacher and student. As a teacher, “Plan B” means to continually evaluate the course, where it is going, how the students are responding, and what topics need to be emphasized for the particular class. Unfortunately, as a teacher, I will not be able to cater to each individual need of the student. I can, however, take the most common concerns or problems from the class and adjust class lectures and activities to effectively approach these issues.
A FYC student must also have a “Plan B.” Learning is not the responsibility of the teacher. The student must have a plan if his/her teacher is not able instruct in such a way that caters to their individual needs. Teachers are people, too; most cannot teach to each student’s needs. “Plan B” for the student could be private tutoring, Writing Center consultations, or talking to their instructor during office hours.
Thursday, October 16, 2008
Teaching and Composition Philosophies
What is a philosophy of composition or a philosophy of teaching? Are there different types of philosophies? What teaching and learning strategies do you think might go into your philosophy?
First of all, there are many different teaching and composition philosophies. We, as a class, have begun to examine philosophies that we like and dislike, some that we will use in our own teaching and others that will not work for us. The observation assignment opened my eyes to the differences in teaching philosophy that are evident among my peers. The teacher I observed used a YouTube video to open a lecture on summary; personally, I think the philosophy of using multi-media in the classroom, while beneficial, needs to be carefully incorporated so that it does not divert the focus of the subject matter being relayed to the student. If the media presentations are distracting and not appropriate, a teacher will have to overcome the diversion to bring the class back to the instruction. Multi-media in the classroom can be a sticky and ineffective tool.
I think a teaching philosophy needs to be clearly defined, but willing to change over time. As a first-year graduate student who will be in the classroom in less than a year, I hope my novice teaching philosophy will transform as I gain experience. Nevertheless, there are some aspects of a philosophy on teaching or composition that I hope will never falter:
1. Consistency: I plan to be consistent and accountable in teaching. This means that my students will know that I will be available to offer support, guidance and instruction inside and outside of the classroom. A “consistent” instructor does not mean that I will give moral or spiritual advice to students, but will set an example of an aspiration to academic achievement.
2. My answer to the question: Why do you teach? I can answer this question even before I have stepped foot in a classroom. I teach because I believe in the power of knowledge. I teach because I believe each student who has a willingness to learn can succeed. I teach because I want to make a difference in the lives of students; even though, I know I may not have a positive influence on a large number of students, but if I can provide guidance and have a positive influence on a few students, I will have done more with my life than I can hope for.
OK, enough with the sappiness. Teaching philosophies are extremely important. I hope that this course, along with my document instruction experience, allows me to more clearly define my philosophy.
First of all, there are many different teaching and composition philosophies. We, as a class, have begun to examine philosophies that we like and dislike, some that we will use in our own teaching and others that will not work for us. The observation assignment opened my eyes to the differences in teaching philosophy that are evident among my peers. The teacher I observed used a YouTube video to open a lecture on summary; personally, I think the philosophy of using multi-media in the classroom, while beneficial, needs to be carefully incorporated so that it does not divert the focus of the subject matter being relayed to the student. If the media presentations are distracting and not appropriate, a teacher will have to overcome the diversion to bring the class back to the instruction. Multi-media in the classroom can be a sticky and ineffective tool.
I think a teaching philosophy needs to be clearly defined, but willing to change over time. As a first-year graduate student who will be in the classroom in less than a year, I hope my novice teaching philosophy will transform as I gain experience. Nevertheless, there are some aspects of a philosophy on teaching or composition that I hope will never falter:
1. Consistency: I plan to be consistent and accountable in teaching. This means that my students will know that I will be available to offer support, guidance and instruction inside and outside of the classroom. A “consistent” instructor does not mean that I will give moral or spiritual advice to students, but will set an example of an aspiration to academic achievement.
2. My answer to the question: Why do you teach? I can answer this question even before I have stepped foot in a classroom. I teach because I believe in the power of knowledge. I teach because I believe each student who has a willingness to learn can succeed. I teach because I want to make a difference in the lives of students; even though, I know I may not have a positive influence on a large number of students, but if I can provide guidance and have a positive influence on a few students, I will have done more with my life than I can hope for.
OK, enough with the sappiness. Teaching philosophies are extremely important. I hope that this course, along with my document instruction experience, allows me to more clearly define my philosophy.
Wednesday, October 15, 2008
Theory problems
As a continuation from the “Theory” prompt, I am wrestling with knowing which theories will permeate through my teaching and my professional academic career. We have discussed in 5060 the ability to incorporate multiple theories in teaching styles, but is it wrong to approach literature using a combination of theory? Is it wrong to analyze contemporary or modern texts using deconstruction or even structuralism? What are the rules for applying theory? Clarke’s Critical Method’s course is taught abstractly; therefore, I have no application experience or knowledge for including theory in my critiques and analysis.
Other than this rather general question, I am doing well at this point. Talk to me in two weeks when I have several major projects due.
Other than this rather general question, I am doing well at this point. Talk to me in two weeks when I have several major projects due.
Is theory important?
Before beginning a master’s in English, I never knew there were literary theories. That is to say, I had never taken a theory course, read theory, or discussed theory with peers or instructors. This semester, along with 5060, I am taking Dr. Clarke’s Critical Methods course. Needless to say, I am overwhelmed with the amount of literary theories that have been and continue to be exhausted through analysis, critique, and practice.
My response to the blog prompt is two-fold. First, I absolutely believe literature can be analyzed without knowledge of or reference to literary theory. I spent an undergraduate degree and one graduate course with virtually no foundation in theory. However, after reviewing some of my literature courses, I am now aware that I may have been using one or more of the theories within the scope and structure of the course and through my reading and analysis of literature.
Secondly, and probably most importantly, theory or the basic knowledge of a variety of theories is a necessity when teaching composition and literature courses. For, how can I (or anyone else) teach without a foundation for a pedagogical theory? What good is a course without identifying how it is taught? As teachers, we should have a plan or a goal for our students. Theory allows us to formulate a structure for learning processes and a method to educate students.
My response to the blog prompt is two-fold. First, I absolutely believe literature can be analyzed without knowledge of or reference to literary theory. I spent an undergraduate degree and one graduate course with virtually no foundation in theory. However, after reviewing some of my literature courses, I am now aware that I may have been using one or more of the theories within the scope and structure of the course and through my reading and analysis of literature.
Secondly, and probably most importantly, theory or the basic knowledge of a variety of theories is a necessity when teaching composition and literature courses. For, how can I (or anyone else) teach without a foundation for a pedagogical theory? What good is a course without identifying how it is taught? As teachers, we should have a plan or a goal for our students. Theory allows us to formulate a structure for learning processes and a method to educate students.
Tuesday, September 23, 2008
Frustrations of an Unskilled Writer
As a class in 5060 and in my grading group, we have discussed, on multiple occasions, the shortcomings of freshman writers. Some of the comments anger me, to say the least. I have also read some postings on the grading site where instructors are actually making fun of the 1301/1302 writers. As teachers of the “process” of writing, we should be ashamed and humiliated by our words and actions. How disgusting is it to know that the same people that value language and writing are not encouraging and offering support to students who desperately need or want to learn the process? Why are we, as teachers and students, not relishing in the opportunity to learn about the writing process of freshman, the good and the bad? What makes us so callous and unforgiving to these students? I know there are some students who seem to not care about writing or the learning process; for those cases, I understand there is little graduate instructors can do to encourage and guide them. But, how do we identify these students by their writing submissions which are anonymous to the graders? Are we going to assume that each poorly written assignment is the “product” of an unwilling student? If not, why do we consistently ridicule and pass judgment?
Obviously, I am upset, and here’s why: After taking a look at Perl’s study, “The Composing Process of Unskilled College Writers,” I have come to the rather disturbing realization that I am an unskilled writer. I am just like Tony who struggles with each writing task. I focus so much attention to the grammatical and structural details of my writing that somewhere I lose the meaningful heart of the content. Like Tony, I stop after writing only a few sentences or phrases to rewrite, revise, or delete my thoughts. The majority of my writing process is spent on prewriting tasks (a lot of daydreaming, researching and “thinking”). I can honestly say that the prewriting takes approximately 80% of my writing process which is just short of the average as stated in Murray’s “Teach Writing as a Process Not Product.” Because of the nature of my writing process, I spend approximately 15% of the process on actual writing; as I write, I am constantly revising, editing, deleting and adding. Thus, I only allot 5% of the writing process to rewriting. There are obvious reasons that this process is ineffective and problematic. I am like Tony. I need help and guidance in re-learning the process of writing that enables writers to become more effective and confident.
Obviously, I am upset, and here’s why: After taking a look at Perl’s study, “The Composing Process of Unskilled College Writers,” I have come to the rather disturbing realization that I am an unskilled writer. I am just like Tony who struggles with each writing task. I focus so much attention to the grammatical and structural details of my writing that somewhere I lose the meaningful heart of the content. Like Tony, I stop after writing only a few sentences or phrases to rewrite, revise, or delete my thoughts. The majority of my writing process is spent on prewriting tasks (a lot of daydreaming, researching and “thinking”). I can honestly say that the prewriting takes approximately 80% of my writing process which is just short of the average as stated in Murray’s “Teach Writing as a Process Not Product.” Because of the nature of my writing process, I spend approximately 15% of the process on actual writing; as I write, I am constantly revising, editing, deleting and adding. Thus, I only allot 5% of the writing process to rewriting. There are obvious reasons that this process is ineffective and problematic. I am like Tony. I need help and guidance in re-learning the process of writing that enables writers to become more effective and confident.
Wednesday, September 17, 2008
Finding Voice - A Writing Exercise Without Punctuation
I really just wanted to see what it would look like to write with no punctuation The article How to Get Power Through Voice by Peter Elbow interests me so greatly that I have decided to test the writing waters I hope riding different waves will improve my writing skills
help me find different voices
and encourage an authentic voice to permiate in all of my writings
I am not going to begin this endeavor through this blog although the readers here may get a taste of my new writing palate No I plan to become more consistent and steadfast with journal writing where I can express ideas about papers novels other students teachers family work fun and everyday living
No punctuation is harder than it seems
Who knows maybe my writing will improve in a way that I never thought it could I hope the areas which I know need improvement will be so greatly affected that I can share this experience with other students Regardless of how this turns out I will keep posting my experience
Until next time
help me find different voices
and encourage an authentic voice to permiate in all of my writings
I am not going to begin this endeavor through this blog although the readers here may get a taste of my new writing palate No I plan to become more consistent and steadfast with journal writing where I can express ideas about papers novels other students teachers family work fun and everyday living
No punctuation is harder than it seems
Who knows maybe my writing will improve in a way that I never thought it could I hope the areas which I know need improvement will be so greatly affected that I can share this experience with other students Regardless of how this turns out I will keep posting my experience
Until next time
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