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April
- Rate 568 GHS
- Response 1h
568 GHS/hr
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- English
- Reading
- Redaction
- English Literature
- Test prep
- French literature
English Professor of 18 years with two books published on rhetoric and writing: Learning should be fun!!
- English
- Reading
- Redaction
- English Literature
- Test prep
- French literature
Lesson location
About April
My 18 years of teaching experience as an Adjunct Professor have afforded me the opportunity to share my passion and excitement for composition and shaping the voices of student writers. My experience in course facilitation and development has given me the pleasure of working with between 150 to 200 students per semester of various ages, from diverse academic, socioeconomic, and cultural backgrounds, and has taught me the importance of fostering student success.
I am currently an Adjunct Professor of English at Schoolcraft College, Washtenaw Community College, and Indiana Wesleyan University (online) where I teach composition all levels from developmental English it advanced writing), research writing (both undergraduate and graduate to both undeclared major students and graduate students) children’s literature, introduction to poetry, modern literature by and about women, Shakespeare, grammar skills and paragraph writing. I am confident that my professional expertise, experience, and education match the skills for which you are searching
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About the lesson
- Primary school
- Junior high school
- SHS 1
- +9
levels :
Primary school
Junior high school
SHS 1
SHS 2
SHS 3
BTS
University education
Adult Education
Master's degree
Doctor of philosophy
MBA
Pre school
- English
All languages in which the lesson is available :
English
In “A Wider Project of Possibility and Empowerment,” Robert Yagelski relates the tale of Abby, a bright student who languished in high school because she was like many “young people who are justifiably bored by our boring curricula.” I truly identify with Abby because I too was one of those young people – until I began my post-secondary education. Having experienced it myself, I strongly hold a conviction that a college’s role in both awakening students’ interests and serving as an engaging yet accessible gateway to the world of education entails an imperative mission. It is vital that, at a minimum, they be encouraged to adopt the essential critical thinking skills that lead to active and responsible citizenship. I word this carefully, favoring “encouraged to adopt” over “taught,” because I believe that teaching – while a complex and crucial role – is a somewhat passive activity. In the classes I have taught thus far, I have typically viewed myself more as an authoritative “facilitator of learning” than as an authoritarian “teacher.”
While the work of contemporary pedagogical experts from Paulo Freire to Mike Rose supports this practice, I have adopted this stance primarily because of an exceptional teacher I encountered during my first semester at college. I will never forget the words spoken by Dr. O’Connor on my first day of class with him: “What you think you know to date is nothing in comparison with what you will know tomorrow.” And so he was right– and continues to be right to this day. Dr. O’Connor – like most teachers that I hold in high regard – challenged us to think, to debate points with him and to draw and support our own conclusions. He did this without being judgmental or hoisting his own views upon any of us. This is a teaching style that I have sought to emulate whenever possible.
While teaching Composition and Literature at the college level, I’ve found myself continuously reflecting upon my teaching methods. Because my preferences are unquestionably subordinate to my students’ needs, such reflection often induced me to adapt my approach and, when necessary, to offer more explicit guidance. Throughout this process – strongly promoted by the humanities departments at each institution – I realized just how fortunate my students were to get the intensive yet flexible assistance they needed. My preferred pedagogical methods include the use of multimedia to keep students engaged, and an open and comfortable environment that encourages discussion. The interaction I enjoy with my students is a constant reminder of the crucial role that education, whether secondary or post-secondary, plays for young people struggling to assimilate the language and approaches of the academy.
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Rates
Rate
- 568 GHS
Pack prices
- 5h: 455 GHS
- 10h: 432 GHS
online
- GHS568/h
Travel
- + 10 GHS
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