Teaching
Philosophy: ABSTRACT
(Extended Teaching Philosophy Below)
I encourage my students to make meanings by themselves and in groups so that they learn for themselves rather than for a test. Instead of assigning an essay for every short story that we read I often have students create their own questions about the text and their classmates answer the questions so as to analyze each text without my explicit instruction.
I first teach by learning the things that I expect my students to learn. I test out each new activity before asking my students to try it. I find that this process helps to minimize the learning curve. I find that learning along with my students allows me to understand where and if my lessons need clarification.
I invite and encourage students to think critically and come to conclusions by themselves and in small groups rather than asking them to recite the answers I have already given them. I teach this way so that my students are able to make connections and understand materials in a meaningful way. I also find it to be beneficial to have students free-write about a subject before I ask them to complete a larger project on the given subject. In this way the students are able to come to their own answers and realizations through creating their own questions. If taught the skills of analysis, critique, and argument early in their academic career, students will achieve greater scores on the MCAS as well as in their high school English Language Arts classes. Also, the skills that students will learn in this class will be able to be utilized in classes other than English Language Arts and throughout their lives such as the ability to discuss a topic in a meaningful way.
Overall, by teaching students, learning with them and also allowing them to sometimes teach themselves, I find that student gain a well-rounded view of English Language Arts. The students are learning skills such as how to hold a discussion and how to write an argumentative essay that they will be able to use for years to come in their academic life.
Academic History
2012
University of Massachusetts Amherst - Bachelor of Arts
2013
University of Massachusetts Amherst BRIDGES to the Future Accelerated Master's Program- Master's In Education
(Extended Teaching Philosophy Below)
I encourage my students to make meanings by themselves and in groups so that they learn for themselves rather than for a test. Instead of assigning an essay for every short story that we read I often have students create their own questions about the text and their classmates answer the questions so as to analyze each text without my explicit instruction.
I first teach by learning the things that I expect my students to learn. I test out each new activity before asking my students to try it. I find that this process helps to minimize the learning curve. I find that learning along with my students allows me to understand where and if my lessons need clarification.
I invite and encourage students to think critically and come to conclusions by themselves and in small groups rather than asking them to recite the answers I have already given them. I teach this way so that my students are able to make connections and understand materials in a meaningful way. I also find it to be beneficial to have students free-write about a subject before I ask them to complete a larger project on the given subject. In this way the students are able to come to their own answers and realizations through creating their own questions. If taught the skills of analysis, critique, and argument early in their academic career, students will achieve greater scores on the MCAS as well as in their high school English Language Arts classes. Also, the skills that students will learn in this class will be able to be utilized in classes other than English Language Arts and throughout their lives such as the ability to discuss a topic in a meaningful way.
Overall, by teaching students, learning with them and also allowing them to sometimes teach themselves, I find that student gain a well-rounded view of English Language Arts. The students are learning skills such as how to hold a discussion and how to write an argumentative essay that they will be able to use for years to come in their academic life.
Academic History
2012
University of Massachusetts Amherst - Bachelor of Arts
2013
University of Massachusetts Amherst BRIDGES to the Future Accelerated Master's Program- Master's In Education