Sarah Birge: Statement of Teaching Philosophy
I have taught students from Puerto Rico, England, Columbia, Mexico, and Australia. Future engineers. Humanities majors at all levels. Returning students, first semester freshmen, and senior athletes. The primary lesson my teaching experiences at Penn State have taught me is that one size definitely does not fit all when it comes to pedagogy. When I began teaching over six years ago, my methodology generally consisted of nervously researching every possible turn a class discussion might take and closely following a sheaf of notes that outlined each segment of class time. As I grew more confident in my abilities I tried different methods, and I quickly learned that students responded positively when I was willing to change the course of a lecture or planned activity if more fruitful directions came up in class. While I still thoroughly prepare for each meeting in order to keep my material current, I now lead lively discussions interspersed with guided course content (such as short lectures) when necessary. This method allows me the flexibility to respond to the needs of individual sections, which are as different from one semester to the next as the needs of individual students.
In order to engage as many students as possible during class, I often follow brief writing exercises with small or large group reflection, posting a prompt on the board and then allowing each student a few minutes to reflect on the topic under consideration. Students learn to develop their understanding of themselves and their opinions in relation to their classroom community as they encounter backgrounds and beliefs that may be in stark contrast to their own. Another exercise I use to promote respectful dissent and effective rhetorical techniques in my freshman composition courses is a “Town Hall” meeting. In this student-moderated debate, the class develops a set of propositions to address a controversial community issue such as binge drinking. Each student chooses a role in advance (such as a member of a student organization, a campus administrator, or a local business owner) and represents the interests of their chosen position while attempting to reach a general consensus with the rest of the group on how best to resolve the issue.
In all of my classes, I attempt to create an environment where students feel confident not only to offer answers to given questions but also to challenge assumptions made by other students or by authors we read. I encourage them to express their opinions and support them with evidence from the course material, and I attempt to model the passion for learning which I hope to instill. Being able to refer to students by name and demonstrate my own excitement over ideas they brought up in homework or on discussion boards makes students more likely to speak in class and to engage with even the most difficult or controversial reading material. Technology also enhances the relevance of the course texts for the students and moves the educational experience beyond the four walls of the traditional classroom. Through the opportunities afforded by the internet, digital projection, film clips, and other audiovisual content, classes are connected to the world via material that need not replace primary sources, but that keeps students focused and attentive.
My concern for my students does not end when I leave the classroom. I encourage students to meet with me in my office or email me as often as they wish, and I engage with the class from home using online resources such as listservs, course discussion boards, or instant messenger accounts set up specifically for that purpose. Opening more than one avenue for communication has dramatically increased the number of students engaging with the course content and has led to improved scores for students who might not otherwise have contacted me when they were having trouble. I also let students know that I am willing to assist them with their writing or career preparation even after the course is over. I often have students who request to take more of my courses or who continue meeting with me to discuss their writing skills, the graduate school application process, or how they might improve their candidacy for medical school or employment.
In order to engage as many students as possible during class, I often follow brief writing exercises with small or large group reflection, posting a prompt on the board and then allowing each student a few minutes to reflect on the topic under consideration. Students learn to develop their understanding of themselves and their opinions in relation to their classroom community as they encounter backgrounds and beliefs that may be in stark contrast to their own. Another exercise I use to promote respectful dissent and effective rhetorical techniques in my freshman composition courses is a “Town Hall” meeting. In this student-moderated debate, the class develops a set of propositions to address a controversial community issue such as binge drinking. Each student chooses a role in advance (such as a member of a student organization, a campus administrator, or a local business owner) and represents the interests of their chosen position while attempting to reach a general consensus with the rest of the group on how best to resolve the issue.
In all of my classes, I attempt to create an environment where students feel confident not only to offer answers to given questions but also to challenge assumptions made by other students or by authors we read. I encourage them to express their opinions and support them with evidence from the course material, and I attempt to model the passion for learning which I hope to instill. Being able to refer to students by name and demonstrate my own excitement over ideas they brought up in homework or on discussion boards makes students more likely to speak in class and to engage with even the most difficult or controversial reading material. Technology also enhances the relevance of the course texts for the students and moves the educational experience beyond the four walls of the traditional classroom. Through the opportunities afforded by the internet, digital projection, film clips, and other audiovisual content, classes are connected to the world via material that need not replace primary sources, but that keeps students focused and attentive.
My concern for my students does not end when I leave the classroom. I encourage students to meet with me in my office or email me as often as they wish, and I engage with the class from home using online resources such as listservs, course discussion boards, or instant messenger accounts set up specifically for that purpose. Opening more than one avenue for communication has dramatically increased the number of students engaging with the course content and has led to improved scores for students who might not otherwise have contacted me when they were having trouble. I also let students know that I am willing to assist them with their writing or career preparation even after the course is over. I often have students who request to take more of my courses or who continue meeting with me to discuss their writing skills, the graduate school application process, or how they might improve their candidacy for medical school or employment.