Pedagogical Philosophy
My pedagogical philosophy encourages education through exposure and engagement. I believe by introducing students to a wide range of styles, structures and genres they will have a better idea how to develop their own writing voice.
It is also important to educate students on the long-term benefits of composition writing. By incorporating my students' interests and considering their current writing abilities, I strive to communicate how the writing course is a foundation for their entire professional lives.
It is my goal as an educator to provide a composition experience that not only emphasizes the need for writing, but also the potential it has to benefit a student both personally and professionally.
It is also important to educate students on the long-term benefits of composition writing. By incorporating my students' interests and considering their current writing abilities, I strive to communicate how the writing course is a foundation for their entire professional lives.
It is my goal as an educator to provide a composition experience that not only emphasizes the need for writing, but also the potential it has to benefit a student both personally and professionally.
Teaching Portfolio
Central Piedmont Community College -- Charlotte, NC -- August 2015 - Current
English Instructor: Teaching a full-time course load with a combination of ENG 111 and ENG 112 in a face-to-face and online platform. I plan and implement curriculum that coincides with the mission statement of a Learning College. The courses are structured to give students writing experience that pertains to real-life and job-skill related needs.
Developmental Reading and English Tutor: Responsible for working one-on-one with students struggling with course material and content in this pre-college level program. I also worked closely with the Curriculum Coordinator to review course assignments that may need reconsideration or updating to meet students' academic abilities. The objectives of the DRE program focus on composition structure and fundamentals to prepare students for college-level writing.
English Instructor: Teaching a full-time course load with a combination of ENG 111 and ENG 112 in a face-to-face and online platform. I plan and implement curriculum that coincides with the mission statement of a Learning College. The courses are structured to give students writing experience that pertains to real-life and job-skill related needs.
Developmental Reading and English Tutor: Responsible for working one-on-one with students struggling with course material and content in this pre-college level program. I also worked closely with the Curriculum Coordinator to review course assignments that may need reconsideration or updating to meet students' academic abilities. The objectives of the DRE program focus on composition structure and fundamentals to prepare students for college-level writing.
Davidson Community Players -- Davidson, NC -- June 2017
Playwriting Camp Instructor: Planned and implemented activities for students between the ages of twelve and sixteen. Engaged students in improv strategies to generate writing ideas and constructive workshops to receive criticism on current projects.
Playwriting Camp Instructor: Planned and implemented activities for students between the ages of twelve and sixteen. Engaged students in improv strategies to generate writing ideas and constructive workshops to receive criticism on current projects.
Childtime Learning Center -- Liverpool, NY -- October 2014 - May 2015
Assistant Preschool Teacher: Working closely with other teachers at the daycare center, I was responsible for implementing curriculum and monitoring the children's cognitive and emotional development. I was also responsible for adapting lesson plans to suit the appropriate age group. While the majority of my time was spent in the preschool classroom, I worked closely with school age children and developed activities to engage them on a personal and academic level.
Assistant Preschool Teacher: Working closely with other teachers at the daycare center, I was responsible for implementing curriculum and monitoring the children's cognitive and emotional development. I was also responsible for adapting lesson plans to suit the appropriate age group. While the majority of my time was spent in the preschool classroom, I worked closely with school age children and developed activities to engage them on a personal and academic level.
Downtown Writers Center -- Syracuse, NY -- Spring 2015
Young Authors Academy: A 10-week workshop program for students in grades 7-12. I specifically led the dramatic writing section of the session with a class size that fluctuated between five and nine. Each week was a different opportunity for dramatic exposure to published/performed works and a writing prompt that followed a similar theme as the introduced readings.
Young Authors Academy: A 10-week workshop program for students in grades 7-12. I specifically led the dramatic writing section of the session with a class size that fluctuated between five and nine. Each week was a different opportunity for dramatic exposure to published/performed works and a writing prompt that followed a similar theme as the introduced readings.
| Hello-Goodbye Scene |
SUNY Oswego -- Oswego, NY -- Fall 2014
ENG 101: As a course for students who previously struggled with English composition in high school, I focused the syllabus on the reasons why we require students to take college writing and the basic structural skills needed to compose organized and concise essays. Similar to the pre-college course at Greene, this particular ENG 101 is modular in the sense that there are three sections to the semester. The goal of these three modules is to help students understand their motivation as an English composition student and transition them from writing about literature to writing about their personal experiences in general.
ENG 101: As a course for students who previously struggled with English composition in high school, I focused the syllabus on the reasons why we require students to take college writing and the basic structural skills needed to compose organized and concise essays. Similar to the pre-college course at Greene, this particular ENG 101 is modular in the sense that there are three sections to the semester. The goal of these three modules is to help students understand their motivation as an English composition student and transition them from writing about literature to writing about their personal experiences in general.
|
|
| ||||||
ENG 102: This course is built around the elements of style, supplemented by references to Strunk and White's famous text, and how these aspects of writing can be applied to the student's personal analysis of evolving traditions. Because this is also a first-choice program class, required to help freshmen transition successfully into the college environment, there is a significant emphasis on personal reflection and group assignments. As the syllabus indicates, each week has two definitive parts: the lecture and the class discussion. The organization of the course is meant to encourage student participation in the subject material.
|
|
| ||||||
Greene Correctional Facility -- Coxsackie, NY -- January - August 2014
Pre-College Essay Writing: This was a pre-college essay writing course intended to prepare students for college-level writing. As the syllabus indicates, the structure of the course was very modular, built around popular essay styles such as narrative, definition, compare/contrast, and argumentative. My experience teaching in a medium security prison, not only because it was my first time in front of a class, taught me so much and prepared me for challenges I might otherwise not have expected. As much as I encourage group discussions, there will always be students who conflict with each other. Sometimes being a teacher means acting as a mediator as well. From this experience I learned the importance of one-on-one workshopping with students who might be struggling with the basics of essay writing.
Pre-College Essay Writing: This was a pre-college essay writing course intended to prepare students for college-level writing. As the syllabus indicates, the structure of the course was very modular, built around popular essay styles such as narrative, definition, compare/contrast, and argumentative. My experience teaching in a medium security prison, not only because it was my first time in front of a class, taught me so much and prepared me for challenges I might otherwise not have expected. As much as I encourage group discussions, there will always be students who conflict with each other. Sometimes being a teacher means acting as a mediator as well. From this experience I learned the importance of one-on-one workshopping with students who might be struggling with the basics of essay writing.
| Pre-College Syllabus |
| April Break Assignment |
| Open Book Test |
Student Feedback
Based on the Greene Correctional Facility Evaluation Forms...
- 9/10 students strongly agree that the course prepared them for college-level composition.
- 7/10 strongly agree that the course material was clearly explained and communicated.
- 9/10 strongly agree that the instructor was engaging and open to questions about the material.
- 9/10 would highly recommend this instructor to other students.
Student Comments
“This course has helped me improve my writing skills on a personal and professional level.”
“She gave me suggestions on how to improve my essays and gave feedback.”
“This whole pre-college experience was very hard but having a great teacher like Ms. Saunders really helped me.”
“Keep up the humor in class. It gives life to the class.”
“I strongly believe Ms. Saunders is a wonderful instructor. She successfully gets her point across and makes sure the material is fully understood before moving on and I would to thank her and say I’m definitely a stronger writer thanks to her teaching methods and assignments.”
“She takes the time to make sure you understand why something should be changed or not.”
“[This course] has given me the courage to write and express myself in ways I wasn’t able to before.”
“She gave me suggestions on how to improve my essays and gave feedback.”
“This whole pre-college experience was very hard but having a great teacher like Ms. Saunders really helped me.”
“Keep up the humor in class. It gives life to the class.”
“I strongly believe Ms. Saunders is a wonderful instructor. She successfully gets her point across and makes sure the material is fully understood before moving on and I would to thank her and say I’m definitely a stronger writer thanks to her teaching methods and assignments.”
“She takes the time to make sure you understand why something should be changed or not.”
“[This course] has given me the courage to write and express myself in ways I wasn’t able to before.”
