Philosophy of Teaching

In a senior seminar on nineteenth-century American women writers, the students, myself, and our writing fellow created an anthology of student papers. As a semester-long, process-oriented, collaborative endeavor that required patience, commitment, cooperation, and rigor--on an individual and team level--making the anthology is a prime example of my teaching philosophy at work in the classroom.

A learning environment in which all the participants are an essential part of a collective effort inspires students to value the texts they are studying, their own ideas, and the learning process itself. Building trust between myself and the students, as well as among the students themselves, is essential. By emphasizing that learning is a skill that needs practice just like any other skill, I strive to make the classroom safe for each person to take risks. Mistakes and frustrations are recognized as part of the growth process. Critical thinking, no matter what form it takes, is encouraged and rewarded.

The crux of my teaching philosophy is letting students know that there is no other place I would rather be at that moment than listening to their perceptions, learning about their ideas and their lives, helping them realize their potential. When students experience learning as an interactive challenge, they do their best work and inspire me to do the same.

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