TEACHING
A PERSONAL PHILOSOPHY
- Ms E Carter
TEACHING ENGLISH
English classes serve as the initial arena for cultivating media literacy, which is vital for navigating today's information-rich world. Media literacy encompasses a broad range of skills, beginning with an understanding of rhetorical practices and the nuances of communication. Without these foundational skills, individuals are more susceptible to being manipulated or misled. For instance, the inability to recognize irony, sarcasm, or the reliability of a speaker or narrator can result in serious misunderstandings. These kinds of lapses can extend beyond academic settings and affect personal relationships, where misinterpreting someone's intentions or message could lead to conflict or disengagement. Without a solid grasp of these concepts, individuals may find themselves swayed by misleading information (such as conspiracy theories. This lack of discernment can also impact their ability to be civically engaged, leading to uninformed choices that affect both their personal lives and the world at large.High school English goes beyond just reading and writing; it helps students develop a deeper understanding of how language functions in various contexts. By studying various texts, students learn more about the world around them and the people in it. This knowledge is important for making sense of the media they see outside of school, like news, ads, and social media posts. Seeing texts as forms of art and self-expression helps students appreciate diverse perspectives and experiences. This empathetic perspective is essential for effective communication and relationship-building in both personal and professional realms. The educational impact of media literacy, then, extends to how students interact with others. It is common for students to experience conflicts or disagreements with peers, family members, or teachers. Part of my role as an educator is to help students not only construct well-reasoned arguments but also to understand and evaluate the arguments presented by others. This involves teaching them to dissect different components of a debate, recognize underlying assumptions, and assess the validity of various claims. Whether these arguments arise in discussions with friends, partners, or authority figures, the ability to critically engage with differing viewpoints is invaluable.
In essence, English classes play a pivotal role in equipping students with the tools needed to understand and engage with the world critically. By framing literature as art and self-expression, I will encourage my students to reflect on their own experiences and the perspectives of others. This holistic approach not only enhances their analytical skills but also nurtures their capacity for empathy and understanding. As students learn to apply these skills to their daily interactions and decision-making processes, they become more adept at interpreting and navigating the complexities of modern life. For me, English education transcends the study of texts, becoming a foundational element in developing media literacy and fostering informed, empathetic, and engaged citizens.
CARING
My senior year of high school was marked by a profound loss when my school community endured the death of a student. The shockwaves of this tragedy were felt deeply across our campus, and the essential mental health resources available were extremely limited. Amidst the mounting pressures of applying to colleges, preparing for speech and debate tournaments, attending swim practice, and co-leading the literary magazine staff, I found myself buckling under the weight of this collective grief. One memory in particular of this time stands out: a heated argument with one of my best friends over a trivial matter related to the literary magazine. The disagreement escalated to the point where our teacher, Ms. H, had to intervene. She invited me to the book room to help her with some tasks, and as we walked, Ms. H opened up about her own experiences with loss. Her vulnerability allowed me a mature perspective on grief that has since guided my approach to handling it in my adult life. This interaction epitomizes what teaching means to me. Ms. H was more than just an excellent educator—she nurtured my creativity, intellectual growth, and leadership skills, but she also connected with me on a human level. Her selective vulnerability served as a bridge to mine, cementing her as a trusted mentor and confidant.Ms. H taught AP Language, Creative Writing, and was the adviser for the school’s literary magazine. She had incredibly high expectations for all her students, which she conveyed not through words but through her actions. Her belief in her students' potential was palpable, and her classroom was infused with this expectation. As I progressed through high school and her classes, she gradually shared more of herself with me and my peers. Although she was sparing with praise, when she did offer it, her words were precise and sincere, making her approval feel deeply meaningful. Her college recommendation letters were legendary, and I was determined to earn one when the time came. As an educator, I aspire to embody the same level of expectation and belief in my students that Ms. H demonstrated. I aim to inspire them to reach their full potential, just as she inspired me to push myself beyond my limits.
Building meaningful relationships—like the one I had with Ms. H—is central to my teaching philosophy. Students that feel like they will be heard are students who speak. Adults must model what they want children to become and who they want them to be, and it is my goal to embody this principle as a reliable and effective teacher (DiAngelo, 2018). By sharing appropriate aspects of my own experiences with students, I aim to create a classroom environment where students feel secure in expressing themselves. Demonstrating a genuine interest in each student’s unique personhood aligns with NC Teaching Standard 1, which emphasizes the importance of teachers being leaders and advocates for their students.
CULTURAL RESPONSIVENESS
Incorporating bell hooks’ views on intersectionality and education profoundly influences my teaching philosophy. According to hooks, the most effective classrooms are those where “our interest in one another, in hearing one another’s voices, in recognizing one another’s presence” is paramount (hooks, Teaching to Transgress). This perspective emphasizes that embracing and respecting differences enriches the learning environment, enabling both students and educators to grow together. By valuing diverse perspectives and acknowledging the multifaceted identities students bring to the classroom, I aim to foster an inclusive atmosphere where everyone feels seen and heard. This approach aligns with NC Teaching Standard 2, which underscores the importance of creating a supportive and productive learning environment. Valuing diverse perspectives through the lens of intersectionality allows us to address the unique needs and strengths of each student, enhancing their educational experience.The idea that learning is a lifelong process, as proposed by various theories of intelligence, informs my teaching approach. This belief encourages me to inspire students to transcend their initial assumptions and expectations, pushing them towards continuous growth and self-improvement (Hoffman, 2016). I aim to create a dynamic learning environment where students are motivated to challenge their own thinking and explore new ideas. This aspiration also reflects the goals outlined in NC Teaching Standard 4, which advocates for the integration of technology to enhance instruction. While I have some concerns about the ethical implications of AI tools, I recognize their potential to support learning when used responsibly. My goal is to guide students in using AI not as a replacement for their intellectual efforts but as a tool to enhance their creative and analytical skills. By teaching students to use technology thoughtfully, I hope to empower them to leverage these tools to enrich their own learning experiences.
My teaching philosophy is grounded in the belief that education thrives when teachers build meaningful relationships, foster empathy and respect, and equip students with the skills necessary to navigate and understand the world. I strive to create a classroom environment where students feel valued, empowered to express themselves, and encouraged to think critically about the class material. This commitment to creating a supportive and engaging learning atmosphere ensures that students not only gain knowledge but also develop the resilience and insight needed to succeed beyond their school years. By prioritizing collaboration and transformation in the classroom, I aim to prepare students for both their academic pursuits and personal growth, ultimately helping them to become thoughtful, capable individuals ready to tackle the challenges of the future.