Christen

Rachul

Teaching Philosophy
The most fulfilling experiences I have had as a student did not necessarily involve
learning new facts, but learning new ways of seeing the world around me, and as a
consequence learning new things about myself and how I operate within the world. The
exposure to new perspectives and new methods for problem-solving, as well as the
opportunity to hone my critical-thinking skills, provided me with a chance to explore my
own creativity, develop compassion, and inspired me to take an active interest in the
communities to which I belong.

As a teacher, I aim to provide my students with a similar opportunity. As a writing

teacher, I have the challenge and opportunity to work with students in many disciplines
and with a variety of backgrounds. My main goal in teaching is for students to leave my
classroom knowing how they can become better writers regardless of their purpose and
audiences for writing. In other words, I aim for students to become better learners of
writing in the many contexts they will find themselves in now and in the future. To achieve
this, I incorporate 4 main elements into my teaching opportunities.
1. Relevance
I believe that first and foremost, students need to understand how a course is
relevant to their lives. In order to be able to connect content with students lives, it is key
for me to take an interest in my students, where they are now, and where they are heading.
Whether students are first year undergraduates who are unsure of where their futures lie,
or graduate students who may have clear career goals, each student brings unique
experiences to the classroom that should help shape my curriculum and course content. I
make course content relevant by first assessing and then building on students previous
learning experiences and skills, as well as taking into account their extracurricular lives.
2. Flexibility
In order to make course content relevant, flexibility must be built into each course
and each lesson plan to allow for the teachable moments when course content intersects
with student engagement. In taking a sincere interest in my students, I also account for the
variety of learning styles present in each individual classroom and adjust course content
and activities accordingly. To ensure various learning styles are accounted for, I
incorporate written, visual, and aural components into each class. Flexibility includes not

Christen Rachul

only individual student needs, but also attention to class size, level of education, discipline,
and objectives for the course.
3. Safe and relaxed environment
A safe and relaxed environment is key to fostering student engagement. I create this
environment through practical means of learning student names and by taking a sincere
interest in students lives and their needs by engaging in informal conversation when
appropriate before, after, and during class, as well as during office hours. I also aim to
create a classroom atmosphere where students feel free to ask questions or seek
clarification at any point. Most importantly, I am patient with my students as they grapple
with new concepts and learn new skills, and I provide time and space in each class to work
through problems either by themselves, in small groups or through whole class discussions.
By employing formative assessment methods in my courses, I also create an environment
where learning is the focus, thereby providing students time and space to develop their
skills and knowledge. My intent is for students to feel safe to explore and debate, and to
view me as a guide and not the ultimate authority on what is right or wrong.
4. Be a role model

Finally, to achieve each of the above goals, I view myself as a role model for my

students. I model two things in my classroom. First, I treat my students with the same
respect and grace I expect from them. I achieve this by starting and ending class on time,
being prepared for each class, and upholding my commitments such as returning
assignments in a given time period, responding to students emails, and being available
during office hours. I also provide students with grace when circumstances make the
previous difficult. Second, I also model for my students how to be an effective life-long
learner. I achieve this through demonstrating that it is okay to not know everything, and by
providing tools for discovering answers. I build mechanisms for collaborative learning into
each course, where I can expand my own knowledge alongside my students and
demonstrate ways of discovering. As an effective, life-long learner, I will also continue learn
about the scholarship of teaching through reading, research, and attending conferences
about teaching in my discipline.