Statement of Teaching Philosophy

My view of teaching has drastically changed over the course of the semester. When it was mentioned at the beginning of the semester that the threshold concepts would become a huge part of the way I conceptualized and thought about teaching, I was in disbelief. However, the threshold concepts, along with the other readings and my work in the writing center, have taught me about what I value in teaching. In my first post I talked about my belief that there are no “good” writers, only effective writers. I still believe that sentiment. However, at that point in time, I didn’t really consider myself a professional writer, and was not sure how I would teach others what I know about writing–that we are all learning and growing. I had the right idea in the beginning, but I didn’t have the confidence behind it or the know-how to relay this message to FYC students.

My teaching philosophy at this time is the following: everyone is a capable writer. Writing is difficult and requires a lot of time an practice. I know how stressful the process of writing can be, and hope to be a supportive voice in the “storm” of writing. I really resonated with the notion that writing is a continual learning and growing process. Especially the related notion that writing is a process in which you learn what you (the writer) believes and understands as you continue to write. Another crucial process in this is the reflective process. It isn’t so important that students correctly execute a skill properly, as it is important that they understand “why” they are doing a certain task and the effect is has on their writing.

In my own writing, I have always seen great improvement from collaborative practices, specifically workshops. I will try to introduce this into my classroom to help encourage students to objectively look at and talk about their writing and how to critically analyize peers’ writings. This idea is highlighted specifically in my workshop post when I talked about how failing and workshopping helps writers conceptualize what “works” in their writing or what doesn’t “work” in their writing.

As many people have touched on this semester, identity is a concept that has really resonated in your cohort and has been something that I focused on when thinking about finding my beliefs and voice in writing. When I write, I am talking about what I know, and using what I know to (in my case) create a story that evokes emotion. This is what I identify as “effective” writing– something that makes the reader feel something. In poetry, it doesn’t have to be the exact feeling that I intended, but could be any feeling.

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