Statement of Teaching Philosophy

A teaching philosophy statement is a reflective piece of writing that articulates an educator's beliefs and approaches to teaching. It typically outlines the core values and research that guide a teacher’s choices. This teaching philosophy reflects the pedagogical strategies I integrated into the classroom and highlights the educational theories that shaped my teaching practices. This statement embodies my journey as an educator.

“Teach the writer, not the writing.” – Lucy Calkins from The Art of Teaching Writing

Every day I step foot in the classroom, I consider every pedagogical practice that I believe essential to the betterment of my students as writers. I empower students to become better writers by teaching them that writing is a process, writing is creative, and they are writers that possess authority and linguistic competence. Every classroom, student, and essay, requires my individualized attention and consideration – and I provide my students with such. I teach writing because I believe in the power of writing – I believe writing is an essential skill that every student should acquire because it will benefit them in their education and, later, in their careers and lives.

Students can only become better writers by writing, writing again, and adjusting what they have previously written. “Practice makes progress” is a motto I encourage my students to adopt as they work towards becoming better writers. Therefore, carving out time for the writing process is a priority in my classroom, achieved through a combination of drafting, peer reviews, and checkpoints. Through the drafting process, students learn that their writing improves every time they return to the page. Without drafting and editing, I fear students will focus on writing for a grade and not with the desire to improve for themselves. Thus, I compel students to become their own editors, a skill they take with them once our semester is complete.