Teaching Philosophy |
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“Teaching is more difficult than learning. We know that; but we rarely think about it. And why is teaching more difficult than learning? Not because the teacher must have a larger store of information, and have it always ready. Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than—learning.” Why I Teach English First of all, I’m passionate about English. Ever since grammar school, I’ve been in love with words. I was the kid who, inspired by Harriet the Spy, carried a notebook around with me wherever I went, writing down my observations. I was the teenager who laughed out loud during silent reading period as I worked my way through Steinbeck’s Travels with Charley. It was funny! I was also the college student who cried like a baby in the library while reading Virgil’s Aeneid. I don’t think I’ve ever read such a terrible, beautiful scene as the one where King Priam is dragged to the altar by his hair, slipping all the way on the blood of his murdered children. As a teacher, I get to share this love of words and storytelling with you. It’s incredibly rewarding for me. At the same time, I realize that not everyone loves reading and writing—we’re all different. Maybe something else lights your intellectual fire—perhaps it’s music, art, science, or sports. That’s fine. You don’t have to become a complete bibliophile to succeed in my class. But by learning to be a better reader and writer, you strengthen your ability to understand and appreciate all other subjects. Success in English class is the key to success in college, and in fact, life after college. Learning to read critically and write well will empower you for the rest of your life. How I Teach English I really enjoy thinking about pedagogy, the science or practice of teaching. I’m interested in many different teaching methodologies, or ways of teaching, and I often experiment with different methods in class. Here are some principles that guide my teaching: Learning Should Be Active In my class, you don’t just sit there and take notes. Recent studies indicate that there are much better ways to absorb information than passive listening and note taking. Expect to be actively involved in class discussions, small group activities, and games. I try to design my lessons around Howard Gardner’s multiple intelligences. This means that while you’ll do plenty of listening and writing, you’ll also learn by working in groups, making presentations, listening to music, using models, creating sketches, and moving your body. Learning is a Collective Experience Expect to spend about 20% of class time working in small groups. Research shows that this is one of the best ways to learn. Students who tend to dominate large group discussion get a chance to practice their listening skills, while students who normally shy away from talking have a chance to participate in a setting that’s more comfortable for them. Perhaps even more importantly, with discussion comes synergy, what Mark Twain defined as “the bonus that is achieved when things work together harmoniously.” Members of the group contribute ideas that build upon one another. Eventually each group member has learned much more than he or she might have learned by just working alone. The whole becomes more than its parts. When I was a college student, I hated working in groups. In some subjects I felt like I was holding my group back, and in other subjects I felt like I was doing all the work. It was especially hard when group members shared the same grade. In my class, you won’t ever get a “group grade” on a project or activity. Your grade will always be your own. But you will need to work effectively in groups in order to master the material you are assigned. Your group will help you rather than hold you back. Plus, you’ll have a chance to interact with other people in the class, get to know each other, and make friends. Interpersonal connections are not only central to college life, but they are vital for real learning. Learning is Outcome-Based The syllabus I hand out on the first day of class is a road map for the days ahead. It details all the skills you are expected to master by the end of class. You’ll see that it contains not a list of facts you have to memorize, but rather a list of outcomes, what you will be able to do once you successfully complete the class. For example, in English 1A, one of the outcomes might be “summarize, paraphrase, and quote using signal phrases and MLA documentation style.” If you can do that by the end of the semester, you’ve mastered that skill. Good—that’s a skill you’re going to need the rest of your college career, and possible beyond. If you haven’t mastered that skill, it’s a pretty good sign that you need to repeat the class. Learning Involves Difficulty Students sometimes come to me in agony. “Ms. Rhodes, I just can’t figure out what to write on this essay. Every time I start writing, I get confused!” My response is usually begins with, “That’s a good sign! Learning is difficult.” And I mean it. Real learning involves some initial pain and suffering. I don’t want you to feel confused, but when you do, it’s a sign that you’re coming up on a breakthrough of understanding. Your brain is rewiring itself to tackle a new task. Assignments generally should not be easy. Learning to read and write well involves many higher level critical thinking skills including synthesis, analysis, and evaluation. If you’re not in a little pain, you’re probably not making a lot of progress. On the other hand, much pleasure comes from having mastered a skill. It’s worth it. As the politician and writer Benjamin Disraeli said, “Seeing much, suffering much, and studying much are the three pillars of learning.” Learning is a Continuous Process Learning doesn’t stop when you get your degree. Your time in college is meant to prepare you for a life of learning. In fact, the primary importance of learning to be a better reader and writer is so that you can continue your intellectual development after college. This is the “let learn” idea from the opening quote by Heidegger (above). But if none of us ever stop learning, it follows that teachers are also learners. Yes! I’m constantly discovering things I didn’t know about my subject—and that’s how I like it. My sincere hope is that you will develop into the kind of person who likes it, too. |