My Teaching Philosophy 

The mind does not require filling like a bottle, but rather, like wood, it only requires kindling to create in it an impulse to think independently and an ardent desire for the truth—Plutarch

The notion of lighting a fire through education is at the core of my philosophy of teaching. I believe each student has the innate ability, the raw materials, the “kindling”, to uncover the truth. As such, I do not view myself as a keeper of knowledge or even as an ignitor of flames; rather, as a teacher, I recognize that I am a fellow companion in this journey we call life. 

Responsive Teaching

In my teaching of first and second year composition, I have been opened to a world of learners who come from a variety of backgrounds and experience levels. I meet each student where they are in their academic journey and respond to them in an open and honest way. I share my own academic journey—all its pitfalls and successes—to establish rapport with my students. I have been inspired by teachers who mentored in an open and honest way and I feel students deserve to be treated with respect and trusted as valuable contributors to the classroom learning environment. My responsiveness has been tested during the COVID-19 pandemic, where flexibility and openness to new possibilities helped online learning run more smoothly. Focusing on a learner-centered rather than a teacher-centered approach is best.

Writing as Thinking 

My pedagogical influences are informed by the ideas of such scholars as Anne Berthoff, Donald Murray, Peter Elbow, and others. Writing forces us to slow down and allows us the opportunity to gain ever-improved clarity in what we think, feel, and believe. Often when we begin to write about a topic, we might not even be sure what we think about it. However, once we get started, we will frequently write our way to a deeper understanding of our thoughts. Writing as thinking is the cornerstone to building new knowledge and understanding.

Building Community

In my experience, students tend to learn better when given the opportunity to work within small groups, applying what they have learned through brief lectures and readings, and sharing their writing and their individual opinions in peer response. As such, I provide ample opportunity each week for students to interact with one another in a more informal way. This has a twofold effect: 1) most students feel more at-ease working within peer groups and are more likely to share opinions and ideas than they would with the class at large; and 2) students build a social network which provides support, encouragement, and camaraderie. By building a sense of community within the classroom, students are then able to see the value of the larger community outside the classroom and become more engaged citizens. 

I also allow for opportunities for collaborative learning in my classes. This is an important lesson that is often overlooked in traditional approaches to learning and which carries over into the workplace and the world. With low-stakes assignments, students brainstorm and collaborate to discover solutions to questions that I present. Additionally, because I trained as an instructor in a mentorship program while attending graduate school, I have been able to build relationships with experienced professionals, becoming a part of the greater academic community. I maintain ties with my past professors who have helped me feel like a colleague when I was just starting out. This greater network of teaching and learning is vital to my growth as an instructor.