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"I think of my role in the classroom as a facilitator of discussions and an encourager of independent thought, rather than an oracle dispensing nuggets of wisdom from on high. I design the readings and assignment sequences in order to provoke a multitude of responses, and then try to guide the conversation in a constructive direction. I come from a social constructivist background, which means I view learning as a process, one in which the students (and their ever evolving thoughts) are the primary focus."
"Teaching writing at a school full of students who tend to express themselves musically poses an interesting challenge. I want them to walk away from my classroom both with the sense that the written word is a viable alternate form of communication and creativity for them, and with a newfound confidence in their critical thinking skills, no matter the subject. If I've done my job, they should leave my classroom feeling respected, encouraged, and slightly more attentive to the ways they express themselves than when they walked in."
