Teaching Philosophy

In an interview with Rose Fitzgerald Kennedy just prior to her death, she was asked what the most trying circumstance in her life was. In light of being married to an arguably alcoholic, womanizing husband, watching two sons get assassinated, one die in WWII, a daughter killed in a plane crash, and another daughter confined for a mental illness, she answered that the most difficult obstacle for her was the fact that her father would not let his daughter go to college. I think Rose Kennedy shocked the nation with her seemingly impulsive answer, showing a selfish side in her quest for knowledge. Why would the matriarch of the Kennedy family, who embodied the American dream and all of its promises fulfilled, focus on her lack of a college education? I think it is fair to say today that few of us recognize a college education as a privilege and even fewer of us see it not as a means to an end, but as a work in progress. I myself once viewed college as the next step after high school and then as a mere stepping stone to the real world of corporate America. I thought theory nicely filled the pages of textbooks, but that it was too far removed from practice to put any stock into it. As my time in academia lengthen, however, so did my views, which matured, and I began to appreciate education, in general, and writing, in particular. Since my years in graduate school, with the natural progression from student to teacher, I can attest to Rose Kennedy’s desire for higher education, as we live the dream that she couldn’t live (or so the song goes).

I was drawn to writing perhaps even before I consciously knew I was. Language as power, as empowering resonated with me on so many levels. The way writers manipulated language to express their needs and wants fascinated me. And, in short, I found myself reading with voyeur-like fascination and desiring to emulate the writings of literary giants.

The pedagogical philosophy that guides my teaching style is founded on the recognition that each student learns differently and brings unique life experiences to the classroom. With that being the case, I realize that to successfully reach every student, I must incorporate a more “non-traditional” instructional model. Unlike the prevalent college-lecture forum, I foster an interactive and dynamic classroom, where students feel open and uninhibited to share their ideas, provide personal relevance, and ask questions. I contend that English, as it encompasses a more cultural and practical emphasis, should be at the forefront of this movement towards a “non-traditional” class structure in which the students play an even greater active and vital part in the learning process.

In addition to being cognizant and sensitive of classroom diversity, I also structure my courses with positive reinforcement methods. Far too often students are intimidated by and discouraged with the writing process. Since our life experiences inform our readings and writings, it is oftentimes difficult to detach ourselves and see the criticism as a critique of our works and not of ourselves, as the two are seemingly intertwined. Although I do not advocate praising students for average work, I do find that prefacing criticism with praise is encouraging to the timid student. What follows praise is constructive criticism, with exact guidance. A good critique raises questions for the student to think about and in turn incorporate in the revision. Since revision is at the heart of writing, I emphasize how important it is to re-think, re-visit, and re-vise each piece of writing. Furthermore, a critique should contain both likes and dislikes. And it should be in a color other than red, remaining as effective and yet not carrying the same negative connotations. Not only does this apply to the teacher/student grading, but to peer edits as well.

Although methods, and even philosophies, change with the times, the engagement aspect of composition courses is always paramount. With the advancement in technology, classroom learning is rapidly expanding as more information is readily at our fingertips. My view on technology is that it is to be used as an enhancement and extension of classroom learning: it is not to be used as a substitute (such as the parent who negligently allows the child to be taught by television). As an instructor in today’s world, my job is to bridge classroom learning with technology. I intend to do so in an effort to open the students’ minds to different perspectives, plant the seeds of curiosity and critical analysis, and provide an outlet for artistic expression. I encourage discussion on all topics, which often goes off on tangents, and some of the best ideas arise from such tangents. Even if I am teaching a full class with not a single English major in the room, I still want to challenge every student to think critically and have the confidence to incorporate their composition learning into all other disciplines.

Drop this other story below on another page?

I was born on a cold, snowy February morning in Philadelphia, PA, in 1980. My dad worked for the Civilian Engineering Corp of the US Navy as an architect (something I recently learned I share with Jimmy Buffet). Although born in PA, I grew up across the river in NJ. Crossing state borders as a baby seemed to set the pace as I've moved so much since the age of 18. I'm really getting a knack for packing, and I certainly don't let any grass grow under my feet. Bored? Um...I like to use "restless."

I completed my undergraduate work at the University of Delaware in 2002, where I went in as a Health & Nursing Science major and went out as an English major, with a concentration in Business & Tech Writing. The summer before I graduated I interned as a Bus & Tech Writer and learned the hard way that the business world was not for me: my entire department was laid off. However, interning that summer made me determined to pursue my Master's degree.

Don't really know what made me think a "Jersey girl" could make it in Richmond, VA. And, yet, I found myself starting the M.A. program at the University of Richmond, not knowing a soul. I emerged myself in graduate work, taking a full load of courses in addition to being a research assistant, which at times consisted of working under 5 professors. It was during my first year at Richmond that I discovered an author who seems to capture my thoughts - Katherine Anne Porter. The capstone of my Master's program was writing my thesis titled "Katherine Anne Porter's Notorious Virgins: Female Sexuality and Catholicism in 'Virgin Violeta,' 'Flowering Judas,' and 'Old Mortality'."

After working full time for a year (for a financial company in the northeast), I am currently starting my PhD in English Literature at the University of South Florida, specializing in Modern Literature and Gender Studies. I am also teaching 2 courses of First Year Comp, challenging yet rewarding work. My two life goals are to earn the PhD and to see the world. I've already been to Italy (with my 94-year old Great-Grandpa; 89 at the time) and I've studied abroad in Australia. The love of my life is my one year old yellow lab, named Logan (Grogan), who is truly my muse.

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Schedule ENC 1101 - Fall 2005

MW 9:30-10:45 BSN 1101

MW 12:30-1:45 SOC 155

Discussion part deux: Christine, I enjoyed the way in which you emphasized the flow of the classroom and appreciate the contribution that creativity and flexibility make to the classroom. Do you have any particular examples? --Maria

Writing His Memoir

The summer after I successfully defended my Master’s thesis, I was at a loss as to what came next. I was pretty sure that I wanted to stay in Richmond, VA, or at least for the summer, and I was also pretty sure that I would wait tables until I found a steadier job. With resume in hand, I walked into a restaurant/bar called Bamboo and asked if they were hiring. Unfortunately they weren’t. Just as I gathered my things to walk out and try more places, a man got up from his bar stool and asked if I was looking for work and if I had any experience. Yes, I was indeed looking for work and luckily for both of us, I had been waiting tables for so long that I was quite an experienced server. The man introduced himself as Buddy and told me to come by his restaurant, 2525, the next day at 4pm. By the end of that week, I was working 3pm-3am under this man named Buddy.

Buddy was no ordinary man although physically he was fairly nondescript. He was tall and skinny with graying hair and bottle-capped glasses. He ran his business like clock work and failed to partake in the drinking and debauchery that went on in his establishment. (Perhaps that is what he did in his spare time when he went over to Bamboo.) Buddy was soft-spoken and one of the most honest business men I ever met. Even though 2525 had not been around for too long, the regulars consisted of steady bar “rift-raft,” mostly Buddy’s friends. They would gather around 4pm to have what they pretended was their first drink of the day and escape reality through meaningless conversation. Sometimes that conversation focused on Buddy and in fact, most of what I learned about Buddy that summer came, not from Buddy himself, but from his friends and my co-workers.

In the back of the restaurant hung a picture of a handsome man in uniform. That handsome man turned out to be Buddy, and the uniform was from the Vietnam War. I learned that from my co-workers, who also informed me that one day something happened that stopped them in their tracks (or at least made them all put their glasses down). A group, including Buddy, was outside that day. A huge plane was flying overhead rather low. All of the sudden, Buddy dropped to the ground. An indescribable fear overcame him, and he seemed paralyzed for a few agonizing moments. He seemed to be reenacting his days in Nam. My co-workers described it as a spectacle to witness; one that you remember and one that alters your view of Buddy. After hearing that story, I thought to myself that one day I would write his story.