assignments ENGL301 Writing & The Teaching of Writing: Philosophy of Teaching
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LEE TORDA 310 Tillinghast Hall Bridgewater State University 508.531.2436 ltorda@bridgew.edu www.leetorda.com |
Summer 2016 Office Hours:
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OVERVIEW: As part of the midterm portfolio, I asked you to start to draft a philosophy of teaching. I know many of you were nervous about this because, as you pointed out, you had never taught a class before or ever written a philosophy about anything. Well, roughly two weeks later, I know that you have not suddenly all taught before, but I can tell that many of you have given serious thought to the sort of classroom you would like to conduct as a teacher. That makes you more ready now than you were then. And, in truth, what I've been trying to make you see this summer, a philosophy is simply (and so importantly) the rationale for why you want your classroom to look and feel a certain way.
That's an important distinction: a philosophy is not what you are doing; it is why you are doing it. When you all wrote your first philosophies, you were at a place where you were still talking about what you wanted to do. But, at the end of the semester, you should have some idea of why you want to do it.
So, working from the material you wrote at midterm, I would like for you to draft a one-page, typed, single-spaced philosophy of teaching. The organizing idea, your thesis, if you will, should be why you want to teach the way you want to teach. Then, in subsequent sections of your philosophy, you will identify a few particular practices that embody that particular philosophy. These examples will act as evidence that your philosophy is really what you say it is, so it is important that you make that connection yourself in writing for your reader--do not assume that just by putting down a particular practice like revision or portfolios means that a reader will automatically understand how this means you believe in transparent teaching practices that empower students. Explain how they mean that.
Consider, as well, how each of these practices build on each other--so you might start with low-impact, smaller practices that embody your philosophy and then end with a powerful and more complicated--maybe even more risky--practice that embodies your philosophy. Use the transitions between these practices to thicken up your philosophy if you can.
Finally, you'll want to demonstrate that you are not just pulling these ideas out of the air, that you are well-read enough in the scholarship to be able to say with some degree of awareness what others have to say on this subject and in what ways these scholars support your philosophy. This means that you'll want to selectively identify those theorists we've worked with this semester that help you make an argument for your particular philosophy.
A note on that last point: keep in mind that your audience for this document would not really be just me or this class, but other people that may or may not know the theorists we've read in class or what they said. Write this document with a wider audience in mind--perspective employers, fellow teachers, etc.
And, while I'm thinking of it, the worst thing that could happen is everybody's philosophy sounds the same. This is a place for your writerly voice and personality to shine through.
Now I'm really done. . .
I mean one page, single-spaced for the FINAL, the one you will turn in in its completed form for the final portfolio. Do not mess too much with margins, and make sure that the font is pleasant and large enough to read. For the workshop, though, please DOUBLE-SPACE your draft. This will make it easier for us to read and comment on each other's work.
ASSIGNMENT DESIGN AND PHILOSOPHY OF TEACHING CONFERENCES
You'll have the chance to sign up for small group conferences with me to talk about your materials and get feedback before the materials are due in the final portfolio (on the day of the final exam). These conferences will serve as the equivalent of me collecting and responding in writing to your assignments.
That's an important distinction: a philosophy is not what you are doing; it is why you are doing it. When you all wrote your first philosophies, you were at a place where you were still talking about what you wanted to do. But, at the end of the semester, you should have some idea of why you want to do it.
So, working from the material you wrote at midterm, I would like for you to draft a one-page, typed, single-spaced philosophy of teaching. The organizing idea, your thesis, if you will, should be why you want to teach the way you want to teach. Then, in subsequent sections of your philosophy, you will identify a few particular practices that embody that particular philosophy. These examples will act as evidence that your philosophy is really what you say it is, so it is important that you make that connection yourself in writing for your reader--do not assume that just by putting down a particular practice like revision or portfolios means that a reader will automatically understand how this means you believe in transparent teaching practices that empower students. Explain how they mean that.
Consider, as well, how each of these practices build on each other--so you might start with low-impact, smaller practices that embody your philosophy and then end with a powerful and more complicated--maybe even more risky--practice that embodies your philosophy. Use the transitions between these practices to thicken up your philosophy if you can.
Finally, you'll want to demonstrate that you are not just pulling these ideas out of the air, that you are well-read enough in the scholarship to be able to say with some degree of awareness what others have to say on this subject and in what ways these scholars support your philosophy. This means that you'll want to selectively identify those theorists we've worked with this semester that help you make an argument for your particular philosophy.
A note on that last point: keep in mind that your audience for this document would not really be just me or this class, but other people that may or may not know the theorists we've read in class or what they said. Write this document with a wider audience in mind--perspective employers, fellow teachers, etc.
And, while I'm thinking of it, the worst thing that could happen is everybody's philosophy sounds the same. This is a place for your writerly voice and personality to shine through.
Now I'm really done. . .
I mean one page, single-spaced for the FINAL, the one you will turn in in its completed form for the final portfolio. Do not mess too much with margins, and make sure that the font is pleasant and large enough to read. For the workshop, though, please DOUBLE-SPACE your draft. This will make it easier for us to read and comment on each other's work.
ASSIGNMENT DESIGN AND PHILOSOPHY OF TEACHING CONFERENCES
You'll have the chance to sign up for small group conferences with me to talk about your materials and get feedback before the materials are due in the final portfolio (on the day of the final exam). These conferences will serve as the equivalent of me collecting and responding in writing to your assignments.