ࡱ> >@= %bjbj?? $0]]y>>8Mauu"?AAAAAARAAV"?? @cE:#l0> :   Erik Jacobson Statement on Teaching When I reflect on my own teaching practice I find it helpful to consider the fluid nature of the teacherstudent relationship. Since the roles that individuals play shift across contexts, my student in a literacy methods class could very well be my teacher in a workshop about the use of a certain type of technology. These roles also shift within single classrooms. For example, because I teach content area literacy classes, my students often make presentations regarding disciplines that I have limited knowledge of (e.g., earth science, music theory, etc.). In these cases I try to model humility about my own skills, a passion for learning new material, and a commitment to asking the types of questions that move the dialogue forward. In keeping with that perspective, when I am acting as a teacher I see myself as responsible for four main activities. The exact nature of these activities may shift slightly over time and across contexts, but when I am I teaching I always hope to: 1. Push Students to Define their Terms I believe that it is important for students to be able to articulate the reasoning behind their opinions and to be able to defend their positions. During class discussions I ask students to pay close attention to any terminology they are using. For example, in most of my classes the concept of culture comes up at some point, and many students talk about the need to recognize and be tolerant of cultural differences. When I ask students to define what they mean by culture, they typically provide examples of what they see as important and clear differences between communities (e.g., in food, dress, language). I always return to my original question and ask them to provide a definition, and not examples, of culture. Students struggle with this activity since the term culture is often used without examination. Taking the time to define terms is hard work and can be a frustrating process, but it creates an opportunity for students to gain conceptual and analytical clarity. 2. Stress the Value of Conceptual Work One key goal for any of my courses is for all participants to both make theory as helpful as possible and to move from isolated moments of practice to larger theoretical reflection. Regardless of the subject matter, I hope to help my students see the value of such work and to support their belief that it is something that they can do. In practice this means taking the time to make sure classroom projects provide an opportunity for each student to explore what questions they might be interested in and to discover possible connections between the questions they have been asking. It also means that projects must have some room for negotiation, because students cannot engage in reflective practice if they are never allowed to determine the direction of their work. I think that it is important for students to have a sense of their own work as being part of a discipline and for them to engage with the key issues that help define that discipline. 3. Provide the Proper Amount of Content Area Knowledge The first two goals listed above are concerned with the longitudinal development of learners analytical capacities and can be seen as part of learning how to learn. These process-building experiences are important, but must be balanced out by the learning of specific subject matter. When acting as a teacher I am not just a facilitator, orchestrating a process by which students learn through reflection. I need to be prepared to speak directly to students specific questions (e.g., How can you assess reading fluency?) and to provide students with access to sufficient content area knowledge. 4. Make the Connection Between the Classroom and the World Outside It I believe that work in the classroom should be as connected as possible to work that students are doing outside of the university. Projects and activities should not be dry runs, but should instead help students meet goals they have set for themselves or address questions they have been asking. In practice, this means that I often ask my students to conduct case-studies on real students and/or do lesson-planning that reflects their work setting. Part of this means making sure my students have an opportunity to think about their own goals for being in the class, which are then integrated with the goals of the class as articulated on the syllabus. I do not like numerical grades, and I prefer narrative or portfolio-type assessments. However, when working within a grading system I am prepared to give out what students might consider tough grades. Although I recognize that students writing may reflect their membership in different discourse communities (e.g., unexpected word choices, sentence structures, argument styles, etc.), I believe that there are some clear expectations about what professional writing should look like. I agree that writing standards should always be scrutinized for their ideological nature (and that this type of critical thinking is just as important as any technical writing knowledge), but at the same time students need to master certain skills to survive and flourish. In practice, this means that I often ask students to rewrite papers. I see this as an opportunity for students to master the types of writing skills that they will need in their professional life. Of course, not all students see it in the same way, but I am committed to helping students develop their writing skills. I see this commitment to connecting work in the classroom with students lives outside of the university as an ethical issue. Three other ethical concerns also inform my teaching practice. 1. Recognize the Power Differential in the Classroom I try to be mindful of the power differential between students and teachers, and how easy it is for teachers to exert power in ways they are not aware of (even when trying to act as a democratic partner in a dialogue). Small, off-hand comments can resonate, and I try to remember that it is hard to have truly informal dialogue between teachers and students. 2. Honesty is Required I believe that teachers must be honest with students. In particular, I expect myself to be able to able admit mistakes (e.g., in content knowledge) and to be able to say I dont know or Im not sure. I also expect myself to be willing to jettison an activity or assignment if it is not turning out as expected and to be honest with the students about the reasons for changes in the syllabus. In return, students are expected to express their honest, substantiated opinions of various approaches, schools of thought, theorists, research, and other related material. Classroom discussions are only productive when all participants (teachers and students) bring rigor to the topics covered this means that we work together to question, analyze and challenge the ideas under consideration. This is how the field moves forward. 3. Discussions should be Passionate, but not Personal When discussing or debating issues, I try to model an approach that focuses on the ideas and not the person that presented the ideas. Debate should be passionate, but not personal. In the same way, I expect to be challenged about a host of things from details of the syllabus to the content of lectures. I try to respect student feedback as part of the educational and intellectual process, and I cannot let my personal feelings get in the way of how I respond to criticism. 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