Teaching philosophy

Motivation

In education, few factors matter more than motivation.

Throughout every lesson, I create a positive environment. As soon as I walk in the door or connect with students online, I let them know that I am interested in their overall wellbeing: “How was swimming last week? Didn’t you have a meet on Saturday? How did that math test go?” Next, we review their writing homework. I often read it aloud or ask them to. I read it dramatically, emphasizing the character differences and emotions in the word choices. I point out the strengths of their writing, whether’s it’s a story, poem, or essay. Only after this do I raise areas for improvement. These suggestions are couched as “here is a skill we can work on” rather than “you did this poorly.” When discussing controversial issues, such as those that come up in essays, I make a point of showing that I am concerned only about how they present their arguments, not whether they agree with my views. In fact, I tell students that, regardless of whether I agree with their views or not, I will point out arguments from the other side that should be addressed. Finally, I end lessons as I started by asking students what they have coming up at school and in general, reminding them that they can contact me if they need help before we meet again.

I also make lessons as enjoyable as I can without compromising content. First, I make assignments about subjects they like. Are they learning creative writing? They can write adventures, mysteries, or whatever as long as it fits the goals. Second, for their personal reading, I help them find books on topics of interest. Third, I employ humor. For example, I love to write quirky sentences or funny stories for grammar lessons, like a comma exercise about a girl who doesn’t notice the crazy things happening around her because she is so into her reading. Fourth, I focus on the beauty and relevance of what we analyze together. I read stories and poems aloud dramatically and discuss the features that make them alive. How does Walt Whitman use rhythm and consonance to develop the theme in “O Captain! My Captain!” How does Jack London use setting and character foils in “To Build a Fire” to raise questions about our place in the universe?

Another critical factor I consider is setting appropriate expectations. I understand that many students are juggling multiple subjects and activities. So I assign enough homework to make the practice meaningful but without creating an undue burden. I would rather they practice consistently than produce a lot at once. On the other hand, if they do not complete an assignment, I normally expect them to make it up. Realistic expectations also determine the difficulty of the material. I want to challenge students without frustrating them. One middle schooler may be ready to analyze a text with more difficult vocabulary, like O. Henry’s “Gift of the Magi,” while another may fare better with T. Crofton Crocker’s “Legend of Knockgrafton.” Finally, I focus on only a couple of concepts at a time when I can, slowly introducing new ones as students are ready.

Other well-documented motivational strategies include such things as praising effort rather than natural ability. Overall, my goal is to focus on intrinsic more than extrinsic motivation, with an eye toward short-term and long-term success and passion for the subject.

General strategies

The knowledge and skills I focus on are determined by the parents’ goals; students’ expressed needs; requirements established by whoever will evaluate the work; and my years of experience as a student (including two master’s degrees), educator, and editor.

Although writing, grammar, reading, etc., involve their own specific strategies, generally I teach subjects as systems. I show how each concept fits into a larger whole. Each subject area’s system includes what I think of as stacks and processes, often with one of those predominating. Grammar, for example, though it does involve processes, works more like a stack. For instance, students need to understand parts of speech to a certain extent before syntax can be stacked on top. Writing, on the other hand, though it does involve stacking, is organized much more around processes. Students learn a sequence of preparing (researching, brainstorming, and outlining), drafting, and revising. Each part of that sequence breaks down into steps, too. These systems help determine which concepts are foundational and which are advanced.

Similarly, I explain the “why” behind things to the extent possible. For example, if suggesting revisions for an essay, I explain the principles behind changes in organization, diction, syntax, etc., when the suggestions are not self-explanatory. Why is showing better than telling at a certain point in the student’s writing? Why are memory palaces better than rote memorization?

Additionally, students learn more if they come up with answers themselves. Therefore, I often guide students toward answers rather than directly telling them. For example, I may introduce alternative ways of wording things students have written and ask them which they think is better and why. Of course, this is not feasible if the students don’t know enough about the issue or other issues matter more at the time.

Individualized instruction

Many have tried to identify how people learn differently. One popular model, for example, categorizes learners as visual, auditory, or kinesthetic. Scholars disagree widely on individual learning styles, but many believe that students learn better when teachers vary their approaches, regardless of the model used. Read about the learning styles myth.

However, there are other ways that I individualize instruction. First, as I mentioned above, I tailor content as much as possible to students’ personal interests. Second, I factor in personality and age differences. For example, if I have a very young, energetic student, I incorporate physical activities, like writing clues for a scavenger hunt and placing them around the area. Third, I regularly use feedback mechanisms. I ask students how difficult the material is or ask them questions about the material to gauge their understanding. If students find the material too difficult, I may use something else. For instance, in literature analysis, I may change what a student and I are analyzing. Or, if students are more advanced, regardless of their grade level, I will give them more challenging material. Fourth, for students who are having trouble with assignments that I have no choice over—such as school assignments—I provide more scaffolding.