你的教学哲学是什么？

作为一项潜在的社会研究和英语教师，我已经将我对历史和文学的热爱，渴望激励年轻人批判性地审查它们周围的世界。生命一度普遍且无限多样化，我相信课堂是培养所有在人类经历中分享的人的尊重和同理心感的最有效的地方。我不寻求生产技术人员在多项选择流行测验的艺术中的学生;相反，我渴望创造一个鼓励推动学生的问题和审议，以便为自己的生命和其他人的生活发展知情洞察。I take my cue here from Paulo Freire’s Pedagogy of the Oppressed, in which he affirms that, “The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world.” The true end goal of my chosen profession, then, is not to encourage the rote memorization of trivia, but to aid in the development of compassionate, conscientious citizens who are driven to act upon their ideas. Of course, this is not to say that the practical skills gained from dutiful study are unimportant. In fact, I place considerable emphasis on the development of reading and writing skills. In order for students to become compassionate, conscientious citizens, they must be able to decipher arguments and form rational judgments about them. Furthermore, they must be able to express those judgments in a lucid, articulate manner, whether in written or verbal form. Throughout my student teaching tenure at Constitution High School, I engaged students in the study of various complex texts, and I found that through guided questioning and class discussions, my students were able to derive impressive insights from a number of primary sources. Additionally, by framing these studies with relatable themes, students were less intimidated and more motivated to contemplate difficult texts. As an educator and tutor, I feel that it is my responsibility to provide students ample opportunities to reflect upon their own lives in the light of the past and present world. In so doing, I demonstrate my personal respect for their diverse backgrounds and funds of knowledge while encouraging them to show the same measure of respect to others. Moreover, authentic respect and understanding drives a desire for justice and, ultimately, action.

你在与学生的典型第一届会话中可能做什么？

我无法希望学生提高他/她的学术表现，而不会先获得对该学生现有的优势和斗争的理解。在第一届会议期间，我最初邀请学生与我分享他/她擅长或发现有趣的主题和学科。凭借学生优势的知识，我可以以可接近和可关联的方式框架挑战挑战主题。此外，通过最初关注学生学术或课外绩效的积极方面，他/她以信心的态度而不是恐吓进入辅导会。当然，我会遵循这一点，根据教师反馈和与学生的直接沟通的组合评估学生的斗争。我们将研究家庭作业，考试，论文等，以确定哪些领域需要最多的援助，从那里我们将制定适当的短期和长期辅导计划。