To encourage a joy of learning that will inspire a lifelong
pursuit of knowledge.
To address universal themes and foster a greater understanding of
both our shared humanity and our uniqueness.
To teach the social and historical conventions of literature and
explore the values of classical and contemporary literature.
To examine how works of literature can help us understand
particular cultures and the human condition in general.
To help students become proficient in written and spoken English
and to learn the conventions of grammar.
To encourage students to write about literature in order to gain a
greater mastery of critical thinking skills.
To teach inductive and deductive reasoning.
To encourage students to write creatively, using forms and conventions
they have learned from their reading.
To utilize a variety of writing assignments that allow students to
exercise the full writing process in choosing topics, determining rhetorical
aims, selecting the tone, and determining audience.
To urge the students to make discoveries as writers, where writing
is recognized as a process through which meaning is made.
Over the years, I have enjoyed incorporating
innovative and effective pedagogical approaches into my teaching repertoire,
and I continue to place a high priority on staying current with proven
practices. I employ a variety of process-oriented exercises and strategies
designed to promote critical reading and writing skills. My approach is deeply
informed by constructivism, and in my classroom I stress that the writing
process actually involves the making of meaning rather than attaching words to
preconceived notions. By extension, reading is best taught in conjunction with
writing, as the two processes inform one another.
Learning must take place in an environment
conducive to the free exchange of ideas, so I strive to create an ambiance of
trust, respect, and appreciation that allows students and staff to interact in
a caring manner. Academic excellence is not attained without rigor, and I ask
students to set high expectations for themselves as they grow, experiment, and
learn. Ultimately, I feel it is my responsibility to help prepare young people
to be successful and responsible citizens both in and out of the classroom.
Those who come to observe my classroom
will never find me seated at the head of the room before rows of passive
listeners. I prefer to arrange my desks in a circle and join my students
in structured discussions about the topic at hand. Preferring the
Socratic method to lecturing, I try to lead my students to construct their own
knowledge in an environment that encourages curiosity, innovation, and
compositions are generated through our readings and in class
discussions. While I suggest a general topic for the essays, the
students are free to pursue subjects that are particularly inspiring or
interesting to them.
We begin writing weeks ahead of the due
date, starting with discovery drafts, incorporating more and more revision as
the paper progresses. I have found that creative and critical thinking
can conflict in the early stages of writing since close editing often inhibits
the generation of ideas. Therefore, I encourage students to use alternative
methods of brainstorming or free writing followed by clustering, outlining, and
other organizational strategies. Students share their drafts in small groups,
and, with feedback they receive from me and their peers, they revise these
papers in intensive writing workshops.
practice differentiated instruction, and I am constantly looking for ideas and
approaches that will enable me to meet the specific needs of each
individual. In fact, this challenge—the task of continually adjusting to
the changing demands of different learners—is what makes the teaching
profession most rewarding to me, since no two days are ever the same. My lesson
plans reflect the larger curricular objectives of any given unit, but with a
degree of flexibility that allows for genuine learning that derives from
enthusiasm and student-generated momentum. Ultimately, as a teacher I am necessarily always a student, and the
constant sense of discovery and self-reflection is what makes teaching so
rewarding to me.
Youtube Link: available on request.
Storyboarding Workshop: Grade 9
Webinar with Lima, Peru on digital portfolios.
Youtube Link: available on request.