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TEACHING STATEMENT
Aside from approaches to classroom management, these are fundamental tenets of my teaching. School is for learning the mechanics of a subject Learning how the English language and rhetoric work involves being taught rules and practices that require a teacher and a classroom. Grammar, the elements of narrative, spelling, punctuation, writing design, close reading, critical thinking, and classical rhetoric are not things today’s students discover by themselves. Clear and effective communication is the goal Whatever, and however you communicate — whether it be oral, written, or visual — needs to be perceived and interpreted by the audience as it was intended; this is the measure of success when it comes to communicating. How you achieve this requires applying skills you have learned. Explain the why It is not enough simply to require students to perform a skill without understanding why they need to. Part of the responsibility of teaching a subject is to explain how these rules came about, so that they can be understood in context. With English, it is important for students to know why things are named because it helps define their function. The etymology of terms offers deep insight into how mechanics actually function. Don’t outsource fundamental thinking skills to AI The point of formal education is to imbue in students the knowledge and skills they will need to function well in life; the ability to think critically, to problem solve, and to execute actions successfully all depend on brain development over time. When AI tools are used to circumvent these processes, brain development is outsourced in a way that forces people to become dependent on tools instead of being self-reliant. Just because a tool exists doesn’t mean you must use it if you don’t actually need it. You must have something to say in order to write Understanding how to interpret the world around us, analyze it, and postulate arguments are all part of the critical thinking skills essential to produce intelligent adults. Similarly, developing the imagination to be able to express original thoughts is integral to artistic output. If these skills aren’t foregrounded, then students will have nothing to express in the first place. Reading whole texts is important The ability to process a text that requires multiple reading sessions allows the brain to practice memory and interpretation over time. A longer story is long for a reason; when excerpted, students miss out on aspects of narrative development that cannot be appreciated in short bursts. Close reading is essential We read in school not just for pleasure, but to learn from them. What we learn how to do is read closely; with intention, and attention to detail. A teacher can draw attention to aspects of a text that would otherwise go unnoticed. Non-fiction is as important to read as fiction Non-fiction writing is also storytelling; the only aspect of an essay that students usually experience is in writing one, rather than reading one. Non-fiction writing can be compelling, exciting, and informative in ways that students often dismiss simply because they associate it with textbooks. Typography and presentation matters Writing is a visual medium; whether written by hand on a page, typed on a screen, printed in a book, or splashed on a sign, choices have been made regarding its design. How a text looks is an essential part of how well it communicates, and what it says. Learning about typography and the aesthetics of text presentation is therefore an essential component of teaching Language Arts. Love the subject and practice it yourself An effective teacher is one who is passionate about their subject and who practices it themselves in their everyday life. This allows a teacher to provide insight from a personal and professional perspective that elevates the classroom experience. Enthusiasm counts for a lot. Classes taught at Hillel Academy of Pittsburgh:
Seventh Grade Language Arts High School Language Arts and Rhetoric AP Language & Composition AP Literature & Composition Senior Seminar in Literature Classes taught at the University of Pittsburgh: Reading Poetry Short Story in Context Words and Images Introduction to Literature Introduction to Poetry Writing Introduction to Creative Writing General Writing |
Scavenger HuntEach year I design a problem solving challenge that leads my seventh grade students to the topic of their culminating research paper. I choose the topic for them, based on the clues they've given me all year about their interests. The class must work as a team in order to crack codes, find hidden messages, perform tasks across academic disciplines, and locate specific answers online that lead them to their next clues. In 2020, with students having spent the latter half of their year in lockdown, they went on a journey around the world in order to find their topic. A variety of unique paper tools was delivered in an envelope to each student's mailbox in the pre-dawn hours for them to find as part of the first clue. Each step of the journey produced a different "winner" from the class who was given the next clue (written in rhyming couplets) to deliver to their peers. The point of the exercise? To demonstrate that scholarship rarely happens in isolation, builds of research that has been developed by others, often requires the collaboration of peers who have different skillsets, and sometimes leads you to places you never expect along the way. It develops a student's independence and calls upon them to recall certain essential lessons we've learned that year. It's also a LOT of fun!
I write about teaching and pet peeves on Substack.
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