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My Teaching Philosophy
I like to think of myself as a lifelong learner. This way of thinking allows me the opportunity to recycle what I have learned in life; mistakes and slip-ups become lessons for students. I often consider Oscar Wilde's famous view on personal blunders: "Experience is simply the name we give our mistakes." He was right.
After I earned a master's degree in English Education from Columbia University's Teachers College, I began a career in higher education. As an Adjunct Professor of English, I have taught several freshmen and sophomore composition courses as well as a few literature courses. I have also taught online. Although online teaching has its challenges, the accessibility aspect is invaluable. Technology opens up a window of opportunities and provides students the flexibly to work while earning a college degree. It is vital that teachers stay connected to the latest technology while continuing to incorporate proven teaching strategies.
My experience as a playwright on Manhattan's 42nd Street and my work as a volunteer tutor have allowed me the opportunity to become a more effective communicator. I still teach the canonical works of literature to my students, but I also incorporate new works that have become an important part of our culture. It is extremely important to connect with students and to let them know that reading can inform as well as entertain.
My writing pedagogy mirrors my optimistic outlook on life. On one hand, I am a leader in the classroom. On the other hand, I am--and always will be--a student of life. After all, I still have many lessons to learn. For instance, I have to learn to let my students work through their struggles. As a teacher, I must remember to keep the focus on the process of learning. Allowing students the opportunity to find acceptable solutions to problems is a wonderful way to build confidence.
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As educators, we are often more austere with our students than necessary. One of my main goals, as a teacher, is to empower underserved individuals with the tools to use verbal and written communication to their best advantage. Since many people live without adequate resources, it is crucial to remind them of their many untapped strengths. Students must feel physically and mentally comfortable in the classroom. I believe they need to be encouraged--not criticized.
I always take a few minutes at the beginning of each semester to introduce myself, my hobbies, and my various interests. By revealing information, I hope to appear more accessible to my students--the teacher needs to be seen as human. Then I ask each student to do the same. This allows them the opportunity to reveal their strengths. By mentioning our accomplishments, we are reminding ourselves of our power. I want my students to feel encouraged and enthusiastic about their lives and the work they do in our classroom. They need to remember past accomplishments and feel excited about future challenges.
In summary, I want my students to enjoy the time they spend in the classroom. They should feel free to express themselves without the fear of seeming foolish to their classmates. I always try to create an atmosphere of respect--where curiosity and innovative thinking is rewarded. Honoring students and treating them in a fair manner is essential to their future success.
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| My students from Next Elite School in Seoul, S. Korea |
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My brother founded a school of technology in Cahuita, Costa Rica.
Here's the story behind his non-profit 501(c)(3) organization:
They have been able to implement their vision, draw up a plan, and meet objectives. According to their model, which is designed to empower communities to improve themselves through technology training, they have established a strong foundation built on providing computer training to establish a network of trained individuals. These participants include teachers, children, parents, teens, healthcare workers, and community leaders both present and future. These are the people who will improve their schools, their health clinic, and their futures. This is why they are optimistic about the potential to sustain this growth and expand their impact.
To build on this foundation, they will continue to train throughout the region and plan to offer an even higher level of training. This next level of training includes professional certificates from Microsoft (MSCA) and Cisco (CCNA). They train community members on Internet connectivity and maintenance for their schools. Presently, out of 300 public schools in the region, only one (their Cahuita training facility) has access to the Internet. The infrastructure and technology is available and affordable for most school locations but the knowledge on installation, maintenance and Internet use in the schools needs further development.
There is extensive potential regarding using technology training to enhance public school education. With a good plan, a few key partners, and local participation they can make a big difference toward improving the low levels of educational achievement for the region (15% of adults graduate high school; source Kroger 2001). The public school computer labs offer additional community members as technicians to maintain the labs, and eventually connect them to the Internet. With sufficient support, they can improve public education and also help the local economy by providing quality teaching and technician jobs.
To make a donation and gain a better understanding of the organization, please visit the website: www.oaccess.org
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