theory research pedagogy
To best summarize my ability and philosophy behind my teaching, I turn to Peter Seldin's (1991) work, The Teaching Portfolio, where he wrote that "effective teachers are masters of their subject, can organize and emphasize, can clarify ideas and point out relationships, can motivate students, and are reasonable, open, concerned, and imaginative human beings" (p. 1).
I've known that I want to teach since my freshman year of high school, when I helped run an elementary school field day. A random parent told me I was great with the kids, and ever since then, I've looked for ways to improve my teaching ability.
Once I began studying pedagogical theory under the direction of my Utah State University professors (Lezlie Branum, Dr. Joyce Kinkead, Dr. Rebecca Walton, and Dr. Keith Grant-Davie), I found deeper purpose and clearer intention in my teaching philosophy. As much as I love sitting in a classroom and learning, I believe I learn best in front of one because knowledge is created when each person becomes both learner and teacher. I use my passion for ideological theory to push discussions and questions about beliefs, assumptions, and perceptions because writing is more than words--writing is thinking.
To best summarize my ability and philosophy behind my teaching, I turn to Peter Seldin's (1991) work, The Teaching Portfolio, where he wrote that "effective teachers are masters of their subject, can organize and emphasize, can clarify ideas and point out relationships, can motivate students, and are reasonable, open, concerned, and imaginative human beings" (p. 1).
I've known that I want to teach since my freshman year of high school, when I helped run an elementary school field day. A random parent told me I was great with the kids, and ever since then, I've looked for ways to improve my teaching ability.
Once I began studying pedagogical theory under the direction of my Utah State University professors (Lezlie Branum, Dr. Joyce Kinkead, Dr. Rebecca Walton, and Dr. Keith Grant-Davie), I found deeper purpose and clearer intention in my teaching philosophy. As much as I love sitting in a classroom and learning, I believe I learn best in front of one because knowledge is created when each person becomes both learner and teacher. I use my passion for ideological theory to push discussions and questions about beliefs, assumptions, and perceptions because writing is more than words--writing is thinking.