Philosophy of Teaching Writing

My personal philosophy of teaching is that teachers should have a constructivist

approach. Constructivism is student-centered learning; the students work with each other,
there are assessments with each lesson, and the students are responsible with the teacher for
their learning. I believe this is the best approach to teaching because you not only are able to
teach the material, but you teach the students responsibility, critical thinking, and other
valuable skills they will need in the real world.
This class has changed my view on teaching writing because I know that how I was
taught writing is not how I was to teach it. I can remember in my own high school career writing
a well-written paper, but being marked off because of conventions that were never taught to
me. The English Language is messy, and ever changing. I believe I will teach writing as a growing
process rather than a field of criteria to be met. I will use portfolios, workshops, and have my
students write various types of writing styles so they are exposed to all areas. While teaching
grammar can be difficult, I believe it is needed, but the students do not need to be drowned in
it. Grammar can be incorporated to their main texts very easily, as well as mechanics being
taught through mini-writing assignments. I do not feel that many standardized tests can
adequately test a students ability or knowledge of writing, there for authentic assessment will
be used within my classroom as often as possible.
I was a lazy writing student at the secondary level for two reasons; one was I did not
want attention brought to myself from my college prep teachers who had a tendency to
announce to the entire class when a student did better than everyone else, and I had no writing
process. During my time in college I have gotten over the fear of my teachers telling my peers
about my progress, and I encourage it. If my teachers mention my progress then I know I am
excelling or if I need to change what I am currently doing. I also know how to perform the
writing process, but I do not do it as often as I should. As a teacher, for academic papers I will
teach the writing process and require some form of the writing process to be submitted for
credit. I believe I will also teach writing besides essays and creative writing, such as letters, e-
mails, research papers, and possibly grants. These are the styles of writing I never learned in
high school but have needed in college.

Supporting Resources
https://owl.english.purdue.edu/owl/
http://www.nwp.org/cs/public/print/resource/922
http://www.time4writing.com/teaching-writing/


Teaching Self-Evaluation
1. Why do you want to be a teacher?

A. I want to be a teacher because I want to be able to make a difference for our students. I attended
a high school with over 3000 students, and I did not get into trouble nor was I in the top 100 for
grades. Therefore, I slipped through without anyone noticing. I had the same music teacher for two
classes a year for four years, and he did not know my name until it was a convenience to learn it my
senior year. I had one teacher who made an impact in my life; my senior year English teacher. He
was the one who told me to become a teacher, and he is still my mentor today.

2. Which aspects of language arts (literature, creative writing, grammar, etc.) do you enjoy the most?

A. I think the aspect I enjoy the most is literature. I enjoy literature the most because it
encompasses all aspects of language arts; most literature read is fiction, which is creative writing,
and writing has grammar, and you analyze the literature and its literary elements to create more
writing pieces that encompass grammar and creativity.

3. Which aspects do you enjoy the least?

A. On its own, I enjoy grammar the least. I enjoy it the least because there are so many little rules
that do not coincide with each other, and the fact that it is imperfect makes it difficult to teach.

4. Which aspects are you confident about teaching?

I am confident about teaching literature and writing. I feel that these are the areas I have focused
most of my undergraduate career on, and I am prepared for them.

5. What are your strengths as a teacher?

A. I think my strengths as a teacher are my abilities to adapt, learn, and listen. I can listen to my
fellow teachers as well as my students to identify what is working within my classroom. I can then
learn what needs to change for my students to be successful and adapt to the new material and/or
methods. Teaching is about the students, not the teacher. The day it becomes about me is the day I
need to leave.

6. What factors make people good teachers?

A. I think factors that make good teachers are listening skills, approachability, generosity, patience,
and confidence. There are many other factors that make up a good teacher, but I find these ideal.
You have to be patient and generous, or you are clearly in the wrong career field. If you are not
approachable, you students cannot come to you for help. If you do not know how to listen, how can
you help you students? Lastly, if you can stand in front of 100 highschoolers a day a possibly make a
fool of yourself, then you are one of the most confident people in the world.

7. What are your weaknesses as a teacher?

A. My weaknesses as a teacher are procrastination, my ability to go on tangents, and my lack of
knowledge in teaching poetry. If something can be procrastinated, I do it. This is a major weakness
and needs to change in order to properly serve my students. I can also go on tangents while
discussing anything. I need to work on staying on topic and not derailing. Lastly, I need to learn and
practice teaching poetry. I never took a poetry class during my undergraduate career, and I never
had to really embrace it during my methods classes either.

8. How do you plan to improve your teaching? What your long-term professional goals?

A. I plan to learn what I do not know about poetry and other areas, such as grammar and some parts
of Shakespeare, over summer before I begin student teaching. I will then learn all I can from my
Cooperating teacher during my student teaching. For long term goals, starting in September of 2015,
I will begin a ten month teaching program in Israel. This will not only give me experience teaching
English, but it will help me determine if I prefer teaching ESL or not.