Less than a month until school starts! Holy crap.
So I was talking with one of the younger Masters-level GTAs in our program today about her preparations for the rapidly-approaching semester. She’ll be teaching the first in our uni’s two-course composition sequences, and this’ll be her first time teaching that particular course. She was telling me about all of the constraints (my word, not hers) that the program places on her, as a young GTA: a list of required assignments (including grammar lessons?! WTF), a mandatory textbook, and a brand-new (mandatory) reader.
I did a terrible job of hiding my horror at this set-up, because to me, teaching is nothing if not kairotic. The system that she described, to me, seemed to strangle all of the possibilities out of teaching, especially teaching freshman comp. Look, I did my best not to be a sanctimonious git. But I have really, really strong feelings about what makes for effective teaching–especially the teaching of writing–and what my colleague was describing? Came nowhere close.
Then, ok, I realized that my approach to teaching–cultivated over time and through the hands of many fantastic mentors and role models (wow, that makes me sound old)–is nothing if not idiosyncratic. I recognize that some parameters are necessary (especially for young teachers, I guess?) and that there are, no doubt, great teachers who thrive in such a scheme.
But it got me thinking about one of the docs I’ll need to draft soon, as I prepare for the job hunt: a revised teaching philosophy. My old one feels like a good place to start, but I’ve changed a bit over the past couple of years, and the philosophe needs to reflect that.
So round 1 of that revision: brain dump of the things I do as a teacher that I see as central to my success in the classroom.