Teaching Philosophy Statement

I hope to construct a classroom in which students feel that both the content and their

teacher are accessible to engage with. Creating an accessible class is my main goal as an

instructor. To do this, I attempt to ensure that all the material covered in class, whether it is

gleaned through readings, lecture, or even a simple PowerPoint, is available to students in a

variety of forms. Sometimes this means posting additional documents on our online learning

website, sometimes this means creating a different type of activity or discussion in which

students can engage with our topics without the barriers that come with standard lecturing. I want

to ensure that all of my students have the ability to succeed within our class. The drive for

accessibility extends beyond the classroom space as well, as I make myself available for further

discussions, questions, or concerns outside of the bounds of our traditional class time. I make

sure my students know that if they need to reach me, I am happy to assist them in exceling in our

course through additional help and explanations. Everyone in my class is encouraged to share –

and share frequently – their own understandings of the material through their individual

experiences. The classroom should be a place where students need not be afraid of sharing their

opinion or exploring their understanding of the material at hand, and to achieve this, my goal is

to make the class as approachable as possible.

Because of my background as a writing tutor, the process of revision is paramount in my

classroom. Revision is not limited to reviewing comments made on a previous paper, but instead

constant revision of ideas and understandings throughout the course. My former Writing Center

Director instilled in us the commonly held belief among writing center employees that we were

there to help writers grow in their craft, not just improve their writing assignment. This belief has

followed me and is reflected in my composition courses, where I allow for revision on all major
assignments to be turned in throughout the semester. All of my students are encouraged to

participate in the process of revision, regardless of their original grade on the assignment. I

repeatedly tell my students that I am here to help them grow and develop the strengths that they

already have, and that there is always room to improve our work. By focusing on revision, my

students know that one bad grade will not be their downfall, and they do not have to fear failure

because of their earlier missteps. Ideas and understandings are constantly in motion, and students

should feel comfortable changing their responses and opinions on the material at hand.

Within my first-year composition course, I focus on constructing the classroom

community by having students individually work through their thoughts using reflective writing,

as well as frequently formulate their ideas collaboratively in various types of group settings. By

doing this, students have the ability to first think for themselves and become comfortable with

the matter at hand, as well as share their thoughts with their peers. Building the classroom into a

community is my way of ensuring that, to the best of my ability, each student is comfortable in

our classroom. I believe that students feel more at home in our classroom when they know that I,

as their instructor, am committed to providing an accessible course and a multitude of

opportunities for revision. Striving for accessibility and emphasizing revision refocuses the class

and the goal of the course to be the success of the students, not my own set of goals.

Accessibility and revision together aim to reassure students that they are the priority in the

classroom, and that their learning in the course is the objective, not only their grade. In a

classroom community where students are comfortable and feel prioritized, I believe they are

better equipped to thrive.