Teaching Philosophy

Collaboration, process-writing, and WPA Outcome Statements serve as cornerstones of my teaching philosophy. Equipping my students with transferable skills applicable to workplace environments and other discourse communities, I scaffold my collaborative and process-based assignments with cognitive awareness to foster meaningful learning. My methodsrooted in collaborative and process theory and guided by the WPA Outcome Statementsshape the students learning environments creating a conducive, collaborative atmosphere to retain instruction. Murrays concept of conferencing, as well as my experience as a writing center consultant, demonstrates the meaningful learning that occurs when students revise drafts of one document. By placing students in reading circles, they will collaborate on certain projects providing feedback to the other writers. Collaborative workshops and process-writing allow my students to see areas for improvement in their work and their peers works, which sparks another process of the draft. Because collaboration is instrumental in my instruction, my students will collaborate with writing center interns in order to gain outside and informed perspectives about their work. Collaborating with several writers, my students are able to develop strong drafted texts. This process-and-product utilizes all three aspects of learning. Through these collaborative workshops, students will have a greater understanding of process writing when meeting me for their individual conferences. I am able to assess not only my students understanding of the material, which Haswell categorizes under consumption, but also my own ability to assign clear instructions. Essentially, they will become stronger in their ability to justify their choices encouraging them to be mindful and what they write and to make deliberate decisions. Teaching is so much more than standing in front of classroom and disseminating information (Weimer). By encouraging my students to engage in classroom and community conversations, I change my role as teacher and shift the balance power; the responsibility of learning falls onto my students. I have always seen teaching as a great opportunity for me to explain to students that they are capable. I think it is crucial for all teachers to remain humble and remember that they, too, were once sat where the students sit now. The students will also gain a better understanding of themselves as writers. As suggested by DiTiberio and Jensen, the students examine their views of writing by taking a personal inventory that inquires about their writing experiences and processes. The students will also take Myers-Briggs Personality Assessment in order to not only understand their writing process but also to shape an effective writing process. I make myself readily available to my students through face-to-face, Skype, and email. The students will be able to voice any concerns they may have about their writing and inquire about the direction of the course and how they can continue to succeed. The students will have the opportunity to utilize the open revision policy I implement, which hedges towards Emig and Murray focusing on writings purpose in the learning process. Each assignment is accompanied with a rubric, so the students are aware of what I expect for that specific assignment. Any non-effective methods will hopefully be addressed in my student evaluations. I understand that there will be many tweaks made to my instruction for the sake of finding my groove; however, I view student evaluations with high regards. As UALRs motto states, we are here because the students allow us to be. They are the reason we have jobs, so I plan to make sure the students receive the best instruction in my classroom.