Teaching Philosophy

Teaching Experience

My teaching interests lie in facilitating English composition, creative writing, and literature courses for both undergraduate and graduate students. I approach teaching as an opportunity to create a safe and interactive space for my students—a classroom environment that is student-oriented and fosters critical thinking, application of writing strategies, and a deeper understanding of literary and historical contexts. Teaching, for me, is more than imparting knowledge; it is an act of service and a performance of inspiring change, as a stated by William Arthur Ward: “Learning is more than absorbing facts; it is acquiring understanding.”

Over the course of my studies in Creative Writing, I have come to realize the significant role that language and storytelling play in shaping culture and society. I believe that both English composition and creative writing extend students’ perspectives beyond the limitations of their own experiences and serve as tools for communication, problem-solving, and world-building. To facilitate this learning process, I use a range of tools and approaches tailored to in-person and online teaching. For example, in English composition courses, I encourage students to analyze and apply rhetorical strategies in their writing, while in creative writing, I foster creativity and narrative development through structured workshops and discussions.

In both in-person and online classes, I integrate collaborative activities that encourage peer learning and critical engagement. For example, in English composition, I use exercises where students analyze examples of argumentative essays and collaboratively create outlines for their own essays. In creative writing, I facilitate workshops where students critique each other’s drafts using guided frameworks, such as “Describe, Evaluate, and Suggest.” To ensure accessibility and engagement, I offer diverse reading materials in various formats and include multimedia resources, such as videos and podcasts, to accommodate different learning preferences.

I emphasize the application of theory through experiential learning. In English composition courses, I task students with analyzing real-world examples of rhetoric, such as advertisements or speeches, and applying these insights to their own persuasive writing. Similarly, in creative writing, I encourage students to engage with their surroundings to inspire their storytelling. For instance, I have students record ambient sounds from their environment to explore the sensory elements of poetry. These exercises, which have received positive feedback, allow students to connect abstract concepts to their lived experiences.

My approach to teaching is supported by student feedback that highlights the value of this interactive and participatory structure. In their evaluations, students have noted: “I really have enjoyed this class. She allows us to have a creative writing space and gives us progressive feedback.” Another comment mentioned, “Her feedback and guidance was always incredibly helpful and relevant. The class seemed to be structured more like a master’s level course with entirely student-driven discussions rather than lectures from our instructor.” This feedback reaffirms my commitment to fostering a classroom environment that encourages active learning, diversity of thought, and experimentation, whether in-person or virtual.

In both teaching modalities, I employ interactive methods to create meaningful connections between students. In-person, I use collaborative group activities and workshops where students exchange ideas and critique one another’s work. Online, I use video conferencing tools for structured activities like “Passing the Ball,” where students take turns responding to questions by virtually “passing” speaking rights to one another. I complement these with online discussion forums and collaborative documents for asynchronous contributions, enabling students to engage with the material at their own pace.

As an instructor, my philosophy is to prepare a conducive learning environment—both physical and virtual—and establish an effective structure that supports each student’s journey in developing their writing and reading skills. My goals for teaching are to create learning opportunities for all students, to motivate them, and to promote a safe space that nurtures their social and intellectual growth. I am committed to providing prompt, individualized feedback and maintaining open channels of communication through email, virtual office hours, or in-person meetings. My passion is to guide students through the learning process and to stimulate engaging conversations about the interconnectedness of literature, culture, and writing.

Recognizing that diverse learning environments require adaptability, I incorporate multimodal teaching strategies to accommodate different learning styles. In an in-person classroom, I use visual aids, printed texts, and hands-on activities, while in online settings, I leverage visual aids, video tutorials, and live or recorded lectures. Peer collaboration is a central part of both formats, facilitated through group projects, in-class workshops, or virtual breakout sessions. These opportunities are designed to build community and foster a reflective practice among students.

Providing detailed and constructive feedback is a cornerstone of my teaching practice. Using platforms like Blackboard, Google Docs, or physical handouts, I review student submissions and offer personalized comments and suggestions. In-person, this often involves face-to-face consultations, while online feedback loops are maintained through digital tools and video feedback. My students appreciate this individualized attention and flexibility, as reflected in my course evaluations, where I have received consistently high scores and positive feedback.

Another key aspect of my teaching philosophy is the incorporation of social-emotional learning and self-care strategies. I encourage students to balance their academic and personal lives by including discussions on self-care and time management in our in-person or virtual meetings. At the beginning of each course, I invite students to share their current motivations and areas they would like to improve in their writing through digital surveys or in-class discussions. This helps me tailor my support to their needs and maintain a strong connection, whether we are physically present or not.

I value flexibility and adaptability in teaching to ensure that all students feel included and supported. To address various learning preferences, I utilize diverse tools and strategies that cater to visual, auditory, and kinesthetic learners. By employing a variety of approaches, I aim to create an engaging and accessible environment that allows all students to succeed, regardless of the modality or their circumstances.

My ultimate goal is to create an engaging, enriching, and intellectually stimulating environment where students can develop their critical, creative, and communicative abilities. My teaching philosophy aligns well with Rutgers University’s commitment to building a community where every single member of the university has a voice, diversity, and promoting student success, and I am excited about the opportunity to contribute to its English composition, creative writing, and literature programs. I am confident that my experience in both in-person and online teaching, passion for creative expression, and dedication to student success will enable me to make a meaningful impact on the academic community at Rutgers University.