Teaching Reflections
Each of the reflections below are a demonstration of the critical process of introspection necessary for pedagogical growth. These pieces were developed as part of a teaching portfolio project during my first semester of graduate coursework at NC State under the direction of Dr. Chris Anson's English 624: Teaching College Composition.
Peer Observation
Observing another instructor can offer a new pedagogical perspectives and make one aware of areas in one’s own teaching style that demand focused attention. My observation of Janet Weiss’s (name changed) English 101 class at NC State shed more light on the latter than the former, although it is my hope that through a thoughtful analysis of the events in her class, I can reflect on my own teaching style and methods to better serve my students. [Word .doc]
Evaluative Style
I'm torn about my future career as a full-time college instructor, as I love the energy and interaction of the classroom but tend to loathe the stack of papers that stares me down and fills me with guilt as heavy as the folder itself. I’ve always struggled with grading, not so much with the finding what to say but instead finding how to say it in a way that “speaks” to each student effectively. For this reason, I usually procrastinate when it comes time to grade; however, through the following analysis of my evaluative style, I hope to discover a way to make the grading less of an anxious chore and more of an enjoyable dialogue. [Word .doc]
Student Profile
Honing in on a single student's progress and struggles throughout the semester can help instructors expand their focus to micro-level issues in the classroom. As most of my students are typically freshmen, I always find it interesting to get an upperclassman thrown in the mix. This student profile examines the writing arc of a senior business major. [Word .doc]
In-class Activity 1: Does Punctuation Matter?
An activity to show students the importance of punctuation, this has proven to be a fun and rewarding use of class time in all three semesters in which I've used it. Students are given two identical passages from Wuthering Heights by Emily Bronte. Nothing is changed except for the names. The catch is that students have to punctuate one as a love letter and one as a rejection letter without changing the words (it can be done, trust me). Students soon learn that the key to this activity--and to writing with greater clarity in their own processes--is to read the passage out loud. I usually incorporate this activity during a unit on substantial essay revision, but it's important to stress that this level of change is really more of a correction than revision; this activity is best paired with two others that drive home the principles of revision and editing. Successful students need to learn how to rethink their writing at all three levels of depth. [Word .doc]