我努力成为一个优秀的老师帮助学生ents in their process of self-discovery by providing structure and opportunities for self-reflection and revision. I seek to create an egalitarian and nurturing community in each class meeting, where students know that they are valued, value that cannot be diminished by a grade. To stimulate intellectual development, I accept that I cannot teach everything about a subject and that more information does not equal more learning. Instead I let the course objectives guide my selections and determine what content best relates to the learning goals. I categorize the content in order of importance and when needed, consult with other experts in teaching and my field. I ask myself: Will this help students meet the course objectives? Is this must know, foundational knowledge that needs to be repeated, or only interesting once in a while information? Above all, I have learned to be flexible in my agendas, allowing student need to decide what we do each class hour. I attempt to introduce information in a new way each class, and challenge students to be active thinkers and participants in the class through experimentation, inventiveness, and taking chances. I have found that learning works best when it is seen as applicable to the real world and assessed by measurable outcomes. Therefore, I scaffold coursework so students are learning the basics before they take on more complicated assignments and include real-world scenarios and application of the material. Sometimes this includes requiring students to submit original work to a publication or to participate in service projects outside of the classroom. I often ask the students to reflect on what they’ve learned already, and how that can be best applied to their present assignment. I also make course learning objectives part of each assignment rubric, reinforcing how each objective is met and measured. In building rapport with students, I model respect. I have experienced students who seem apathetic towards completing coursework and participating, or unaware that others are affected by their actions. I have approached these challenges in a variety of ways by requiring students to compose and sign course contracts, and by giving a buy-in at the beginning of the class hour where students present questions they hope to have answered by the end of our time. As often as needed, I put it back to the students that in the classroom and beyond as active participants in many communities, learning is their responsibility. I will provide additional work for students who want it, and seek to engage even the most disinterested student by giving her or him a task. I stress to students that I am a resource and available outside of the classroom as well. Helping students form ideas and discover their voices is deeply gratifying; it is the answer to why I teach.

I'd love to get to know the student by asking what they enjoy doing, reading and writing, and their personal goals. I would then work with the student to set up a schedule and achievable goal(s) for our time together.

I would give the student tips on understanding instructions, recognizing steps, finding common errors, and provide supplemental resources.

Goals are key! I would like to set achievable goals for our time together and champion the student with each goal met!

Ask for the student to explain to me what he or she understands so that I can better understand what he or she needs to know. I would then give the student clear instruction, supplemental material if necessary, and a task to accomplish.

A reading log and close-reading tips.

Be engaging, invested, and enthusiastic.

Find a way to apply it to something they are interested in.

Indirect and direct assessment.

Finding at least one thing they are doing well, and reminding them of how much they already know

By asking, and by evaluating student work.

Pacing with the student’s level and need. Assessing my own practices as well as student work. Communicating clearly with the student.

Reading handouts, student work, video links.