On the Blink

As educators, we are often asked for a teaching philosophy or teaching statement. Here’s mine:

I am inspired by the power of clear communication. Whether it’s the precise description of scientific data or the luxurious reflection promised by poetry, language helps us understand our world and imagine a better one. I want students to learn that speaking, reading, and writing are the endlessly flexible tools they need in life: to know themselves, find their place in a community, and build a place if none exists. There is as much joy in a clear legal document as there is in a gorgeous sonnet: each text shows the author’s attention to the audience and motivation to write.

Communication is a human need, but we increasingly delegate this need to others. We purchase pre-written greeting cards, ask AI to write our cover letters, and surrender our powerful gift – language from the heart – into the keeping of someone else who we think can do it better. While I believe students should master rhetorical awareness and stylistic clarity, I fundamentally want them to understand that they must commit to training their own voice.

Developing the voice, in writing and speaking, is a lifelong labor of love with many rewards. Teachers must help students find the confidence to begin, to persevere, and to triumph. As we grow and learn, our voice changes and ages. It is normal to stumble and make mistakes. An English teacher must walk beside even the most hesitant student and help them realize that we all have something to say.

I seek to build confidence as well as mastery. I ask students what they know, directly and indirectly. I use direct questions as warmups to gauge students’ prior knowledge of course concepts. Then I introduce small group activities that disguise course concepts in fun ways.

I use warmups to review content or preview new content. I deliver a lesson and follow up with several levels of assessment and review. I rely on a predictable classroom routine so students know what to expect when they enter the room. Grounding the class in a predictable structure helps students to feel comfortable enough to express themselves.

Because I love my subject area, I share with students what I am reading and writing, including my personal accomplishments like publications or book festivals. Students see that I am “doing the the real thing” — writing and publishing outside of school — and they get excited to be part of the journey. I also model my research process for them; even if they don’t want to research medieval English, they can adapt the process for their own interests.

It is important for students to have time to pursue their own interests in the context of an English course. Whenever possible, I give students a choice about the texts they can analyze — allowing them to explore topics that may not be found in a traditional literature course. I’ve created units on writing for career and life as well as writing about science and nature to engage students who do not enjoy traditional literature. I also create units on English dialects to help students see the potential of their home language. I build units based on student requests. Students develop enthusiasm for the course when they can see their own interests respected and reflected in the curriculum.

The study of language, literature, and reading builds self-knowledge and empathy alongside practical skills. Rather than inventorying literary elements or crafting superficial test essays, students need the deep and slow exploration of literary texts. It is important for students to experience novels, poetry, historical speeches, and drama in light of their cultural context, rhetorical motivation, and power to influence others.

When students have the chance to read poetry and write their own poems, they come to know the labor of love that is the life of art. Especially in writing poetry, students walk deep into the world of their own meaning and find that when they emerge, they have created a piece that speaks to others. This conversation between active reader and active writer is life-changing: it helps students realize the need to reach others — and hear what they have to say.

While drafting and revising a poem, students learn the power of persistent effort, the reward of human connection, and the limitless potential of their language. This epiphany will stay with them forever, even if they never write another poem. They will remember what it is to create something in process — to strive for excellence and to feel the warm welcome of a community who cares about their effort. They will seek this excellence in their careers and find their kindred spirits.

I introduce concepts, guide students through their exploration, and reside with students in their successes and failures. Students learn that a teacher is not a unilateral authority who is always right, but a person who is just further along in this process. To be effective, teachers must live in a space of grace, patience, and authenticity — showing students that failure and discouragement happen to all of us, that we all require help and reassurance. This approach demonstrates that anyone can lead regardless of their position.