Teaching Philosophy


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My personal teaching philosophies, pedagogies and technology stances for teaching writing.

Published in: Education, Technology
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  • Ralynn

    I liked a majority of the content in your slideshow. While I might choose a different background, much of the content was rich. This could be entirely a matter of style, but I tend to try to use less text on each slide. In some places I wonder whether trimming some of the text down might make the slides look less 'busy.' I tend not to read things from screens well, so others might feel differently, but some of the areas might be better presented if they were not in several collumns. I did like them when used for define the types of assignments though.
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Teaching Philosophy

  1. 1. Teaching Philosophy Ralynn Atterholt
  2. 2. Personal Goal <ul><li>“ Teaching writing is truly my passion. I hope to help my students better understand how writing can open doors for them and how they can see themselves as writers, even if they struggle in the process…” </li></ul>
  3. 3. My Experiences <ul><li>My teaching style is based upon these experiences: </li></ul><ul><ul><li>K-12 education </li></ul></ul><ul><ul><li>Undergraduate degree: Bachelor’s of English- General Writing </li></ul></ul><ul><ul><li>Graduate coursework for a Master’s of English- Rhetoric and Composition </li></ul></ul><ul><ul><li>Tutoring at Writing Centers </li></ul></ul>Crestview Winter
  4. 4. Classroom Guidelines <ul><li>All students are equal regardless of race, socio-economic background, religion, etc. </li></ul><ul><li>All students deserve equal access opportunities in my classroom </li></ul><ul><li>The classroom must be a safe place for all students </li></ul><ul><li>A teacher must be a fair and unbiased person, free of racist, prejudice, and inappropriate judgments about others </li></ul><ul><li>An open-door policy must be maintain </li></ul><ul><li>Students’ success is determined by the work that the student completes </li></ul>
  5. 5. Pedagogical Practices/ Scholarly Influences <ul><li>Peer Groups </li></ul><ul><li>Healy </li></ul><ul><li>Beaven </li></ul><ul><li>Bruffee </li></ul><ul><li>Moffett </li></ul><ul><li>Macrorie </li></ul><ul><li>T. Hawkins </li></ul><ul><li>Models </li></ul><ul><li>Poole </li></ul><ul><li>Butler </li></ul><ul><li>Monroe </li></ul><ul><li>Elaschuk </li></ul><ul><li>Lindemann </li></ul>Free Writing/ Voice Long Elbow Murray Fulwiler
  6. 6. Key Thoughts on Peer Groups <ul><li>Groups are small so that students can feel more comfortable, and provide students with the opportunity to receive more feedback. </li></ul><ul><li>Peer groups give students the chance to receive feedback from members of the same discourse community who are invested in the project as well. </li></ul><ul><li>Peer groups allow for the classroom to be student-centered, as advocated by Lindemann. </li></ul>
  7. 7. Key Thoughts on Voice <ul><li>“ My public voice, the one that others hear as ‘me,’ is in fact, a carefully constructed artifact, designed to accomplish exactly what it does - sound like the me I want to appear to be” (Fulwiler, 219) </li></ul><ul><li>“ Frequent and regular freewriting exercises are the best way to overcome these conditions of writing and get voices into your words” (Elbow, 304). </li></ul>
  8. 8. Key Thoughts on Models <ul><li>The use of models is “as old as rhetoric itself” (Lindemann, 126), but that models can “illustrate approaches students may take in responding to assignments” (126). </li></ul><ul><li>Models give students a context to work with and an example to follow or imitate if they are unclear of what is expected of them at first. </li></ul>
  9. 9. Types of Assignments <ul><li>Large Papers/ Projects </li></ul><ul><li>Narrative </li></ul><ul><li>Narrative Technology Presentation </li></ul><ul><li>Profile </li></ul><ul><li>Argument </li></ul><ul><li>Research </li></ul><ul><li>Cause/ Effect </li></ul><ul><li>Analysis </li></ul><ul><li>Business writing </li></ul><ul><li>In-Class Activities </li></ul><ul><li>Peer Review Groups </li></ul><ul><li>Discussions </li></ul><ul><li>Lecture </li></ul><ul><li>Internet work/ searches </li></ul><ul><li>Freewriting </li></ul><ul><li>Student Presentations </li></ul><ul><li>Readings </li></ul>
  10. 10. Technology in the Classroom <ul><li>“ I believe that technology, when used appropriately, can open many doors for students; however, I do also note that if used poorly, technology can also hinder a person's success.” </li></ul><ul><li>“ My goal in using technology in my classroom is to show students effective and useful ways in which technologies can make their lives easier and less chaotic, as well as more productive.” </li></ul>
  11. 11. Technology in the Classroom <ul><li>BlackBoard </li></ul><ul><ul><li>Discussion boards </li></ul></ul><ul><ul><li>Links to readings </li></ul></ul><ul><ul><li>Paper submissions </li></ul></ul><ul><li>Dvd, Blu-Ray, etc. </li></ul><ul><li>PowerPoint </li></ul><ul><li>Computer </li></ul><ul><li>Word Processing </li></ul><ul><li>MovieMaker (or other comparable software) </li></ul><ul><ul><li>Specifically for personal narrative tech. project </li></ul></ul><ul><li>Internet </li></ul><ul><ul><li>Search engines </li></ul></ul><ul><ul><li>Scholarly journals </li></ul></ul><ul><ul><li>Social networking sites </li></ul></ul>
  12. 12. Works Cited <ul><li>Crestview High School . 2 Feb. 2009. Accessed10 Feb. 2009 http://www.crestview-richland.k12.oh.us/CRVHS/CRVHS_Main/index.htm </li></ul><ul><li>Elbow, Peter. Writing with Power: Techniques for Mastering the Writing Process . 2 nd ed. New York: Oxford University Press, 1998. </li></ul><ul><li>Fulwiler, Toby. “Looking and Listening for My Voice.”  College Composition and Communication 41.2 (1990). 214-220. </li></ul><ul><li>Lindemann, Erika. A Rhetoric for Writing Teachers . Oxford: Oxford University Press, 2001. </li></ul><ul><li>Winter ‘08 Arch Ceremony. The University of Findlay . Accessed 10 Feb. 2009 http://picasaweb.google.com/TheUniversityofFindlay/Winter08ArchCeremony#5280102843450206770. </li></ul>