\nTA’ship 2010<\/a>
\nNew Shoots
\n<\/a>Curriculum Vitae<\/a>
\nTeaching Resume<\/a><\/p>\n
As a centrepiece to a teacher’s portfolio, the teaching philosophy often takes the form a personal essay that expresses musings on pedagogy and personal teaching style, as well as profound experiences that have shaped a teacher’s best practices. \u00a0This is a living document and its revision never ends. \u00a0I hope you enjoy this living snapshot of my teaching philosophy.<\/p>\n
Teaching Philosophy<\/h3>\nI\u2019d like to start my teaching philosophy on a high note. I\u2019ve been blessed with many wonderful teachers and artistic mentors during my career as a writer.\u00a0 The first instance was in the third grade when my teacher, Mrs. Shauf showed great concern over my nearly![\"\"](\"https:\/\/blogs.ubc.ca\/nataliethompsonfolio\/files\/2011\/03\/Untitled-150x150.png\" "\\"Untitled\\"")
<\/a> failing grades. She set up a meeting with my mother and asked, \u201cWhat can I do to help unlock the smart kid inside Natalie?\u201d The stratagem they devised worked\u2014my life as a learner changed for the better. Almost a decade later, Mrs. Shauf appeared as a student in my adult swim class and I was able to help her overcome her phobia of water.<\/span><\/h3>\nFlash-forward to my BA English Honours thesis\u2014my supervisor rarely put a negative comment on my writing.\u00a0 He heaped positive feedback onto the strongest parts so high that, by a process of elimination, I developed my own sense of what wasn\u2019t working.\u00a0 Again, flash-forward to my first poetry writing retreat\u2014my mentor\u2019s constructive criticism sounded so encouraging, I went home seeing my mistakes as achievements.<\/p>\n
From these profound experiences, I am compelled to say that I arrive at teaching from a place of gratitude and view my teaching journey as an adventure in generosity. For me, teaching is about intellectual charity and encouragement, which grows students\u2019 drive to learn.<\/p>\n
Every time I teach or am taught, my writer\u2019s tool chest grows.\u00a0 I believe that the best teachers are fine gleaners\u2014 people who are unafraid to borrow, and be borrowed from.\u00a0 In the classroom, I approach my teaching time as a time to share the tools and techniques I continually aim to master.\u00a0 Vice versa, my students teach me how to become more dexterous with my tools, and often show me there are more tools than I first realized.\u00a0 A teacher\u2019s privilege is to help other learners grow this skill of gleaning.<\/p>\n
As a writer, I know that my work is mostly solitary, done when wandering the fields of my thoughts.\u00a0 As a teacher, I know that writers need community.\u00a0 I aim to provide a community classroom where everyone\u2019s gifts are equally celebrated and received.<\/p>\n
A writing teacher must operate on a base belief that his\/her students have the potential<\/em> to be great writers. I know that creativity should be nurtured by encouragement and pruned by constructive criticism.\u00a0 Criticism that does not account for the writer\u2019s present dexterity level is like telling an apprentice bonsai gardener that his\/her skills are not like those of the journeyman.\u00a0 It simply isn\u2019t useful or fair.\u00a0 Students will be able to tell if your encouragement and criticism comes from a belief in their potential or a general despair at their present lack of ability.<\/p>\nTo conclude my living, ever-being-honed teaching philosophy, I\u2019ll talk about those who left indelible black marks on my life as a teacher and learner.\u00a0 Mrs. Shauf would not\u2019ve needed to rescue me if my grade one teacher\u2014I\u2019ll call her Mrs. Bane\u2014 hadn\u2019t spent so much time humiliating me for my sub-par math skills.\u00a0 Similarly, my thesis supervisor and first poetry mentor wouldn\u2019t have needed to heap praise on me if I hadn\u2019t suffered from such low self-esteem.\u00a0 My self-doubt stemmed from a creative writing professor who openly disdained my work in class and another mentor who scolded me like an exasperated parent.\u00a0 This discouragement led to several years in the prison of writer\u2019s block.<\/p>\n
I now wear these indelible marks with pride and allow them to influence my teaching style.\u00a0 If there is a moment I can reassure a student of their potential, I will take it.\u00a0 It is my job to distract my students from the meaning of the ever fear-inspiring word \u201ctalent\u201d and the question, \u201cdo I have it?\u201d\u00a0 Pondering over these invariably causes writer\u2019s block\u2014even for the accomplished writer.<\/p>\n
Two metaphors strongly communicate my aspirations as a teacher.\u00a0 To be the lamplighter teacher: she shows her students that inspiration for art is already embedded in them and gives them a mirror to see it\u2019s pilot light. The bonsai gardener: she waters her student\u2019s self-confidence three times before she picks up her shears.\u00a0 She is committed to growing her students\u2019 potential and may even whisper encouragement when no one is looking.<\/p>\n","protected":false},"excerpt":{"rendered":"
Welcome to the “Teaching” section of my portfolio where the most recent teaching positions I’ve held are detailed and discussed. Please visit the links below to view the various teaching positions I’ve held, as well as my documentation of them. … Continue reading
<\/a> failing grades. She set up a meeting with my mother and asked, \u201cWhat can I do to help unlock the smart kid inside Natalie?\u201d The stratagem they devised worked\u2014my life as a learner changed for the better. Almost a decade later, Mrs. Shauf appeared as a student in my adult swim class and I was able to help her overcome her phobia of water.<\/span><\/h3>\nFlash-forward to my BA English Honours thesis\u2014my supervisor rarely put a negative comment on my writing.\u00a0 He heaped positive feedback onto the strongest parts so high that, by a process of elimination, I developed my own sense of what wasn\u2019t working.\u00a0 Again, flash-forward to my first poetry writing retreat\u2014my mentor\u2019s constructive criticism sounded so encouraging, I went home seeing my mistakes as achievements.<\/p>\n
From these profound experiences, I am compelled to say that I arrive at teaching from a place of gratitude and view my teaching journey as an adventure in generosity. For me, teaching is about intellectual charity and encouragement, which grows students\u2019 drive to learn.<\/p>\n
Every time I teach or am taught, my writer\u2019s tool chest grows.\u00a0 I believe that the best teachers are fine gleaners\u2014 people who are unafraid to borrow, and be borrowed from.\u00a0 In the classroom, I approach my teaching time as a time to share the tools and techniques I continually aim to master.\u00a0 Vice versa, my students teach me how to become more dexterous with my tools, and often show me there are more tools than I first realized.\u00a0 A teacher\u2019s privilege is to help other learners grow this skill of gleaning.<\/p>\n
As a writer, I know that my work is mostly solitary, done when wandering the fields of my thoughts.\u00a0 As a teacher, I know that writers need community.\u00a0 I aim to provide a community classroom where everyone\u2019s gifts are equally celebrated and received.<\/p>\n
A writing teacher must operate on a base belief that his\/her students have the potential<\/em> to be great writers. I know that creativity should be nurtured by encouragement and pruned by constructive criticism.\u00a0 Criticism that does not account for the writer\u2019s present dexterity level is like telling an apprentice bonsai gardener that his\/her skills are not like those of the journeyman.\u00a0 It simply isn\u2019t useful or fair.\u00a0 Students will be able to tell if your encouragement and criticism comes from a belief in their potential or a general despair at their present lack of ability.<\/p>\n To conclude my living, ever-being-honed teaching philosophy, I\u2019ll talk about those who left indelible black marks on my life as a teacher and learner.\u00a0 Mrs. Shauf would not\u2019ve needed to rescue me if my grade one teacher\u2014I\u2019ll call her Mrs. Bane\u2014 hadn\u2019t spent so much time humiliating me for my sub-par math skills.\u00a0 Similarly, my thesis supervisor and first poetry mentor wouldn\u2019t have needed to heap praise on me if I hadn\u2019t suffered from such low self-esteem.\u00a0 My self-doubt stemmed from a creative writing professor who openly disdained my work in class and another mentor who scolded me like an exasperated parent.\u00a0 This discouragement led to several years in the prison of writer\u2019s block.<\/p>\n I now wear these indelible marks with pride and allow them to influence my teaching style.\u00a0 If there is a moment I can reassure a student of their potential, I will take it.\u00a0 It is my job to distract my students from the meaning of the ever fear-inspiring word \u201ctalent\u201d and the question, \u201cdo I have it?\u201d\u00a0 Pondering over these invariably causes writer\u2019s block\u2014even for the accomplished writer.<\/p>\n Two metaphors strongly communicate my aspirations as a teacher.\u00a0 To be the lamplighter teacher: she shows her students that inspiration for art is already embedded in them and gives them a mirror to see it\u2019s pilot light. The bonsai gardener: she waters her student\u2019s self-confidence three times before she picks up her shears.\u00a0 She is committed to growing her students\u2019 potential and may even whisper encouragement when no one is looking.<\/p>\n","protected":false},"excerpt":{"rendered":" Welcome to the “Teaching” section of my portfolio where the most recent teaching positions I’ve held are detailed and discussed. Please visit the links below to view the various teaching positions I’ve held, as well as my documentation of them. … Continue reading