Haley Petcher Bynum

For instance, I believe that open discussions are vital to running composition courses. During discussion time, I model ways students can respond to texts and their peers, I facilitate the conversations by asking questions, and I coach and encourage them when they answer. These tactics aim to teach students how to navigate class discussions and to encourage them to speak up when they have something to say. As someone who hasn't always been comfortable sharing ideas when not the teacher, I want to show them that their ideas matter whether right or wrong. 

 

To encourage students to use their voices, I consider the space I'm teaching in. I believe spaces – and the manipulation of those spaces – can help create an encouraging learning environment while also establishing a teacher's authority. Sometimes my students need an authority figure in the front of the classroom to explain terms and concepts about writing, while other times they need me to sit with them in a circle where authority feels (slightly) more shared and to take on the role of a facilitator. By controlling the space, I establish my authority while showing them flexibility.

 

I also show them flexibility when determining topics for papers. I believe that college students should be able to explore any idea or issue they're interested in. Though it was sometimes difficult, I allowed my students to write about any topic they wanted. For most of the assignments, this strategy was fine. However, research papers are tricky. In order to let them effectivey write about difficult topics, I pushed them to pick a very specific audience. By doing so, they were able to write effective 5-7-page papers about topics that were important to them, even if they were controversial or common topics. Because they could pick their topics, many of my students told me they were at least a bit more interested in writing their papers, which is a big step toward the goals of ENGL 101 and 102.

 

In my classes, I emphasize the writing process. I believe it's important for students to try multiple times before turning in a "final" draft, which is why I have them write several drafts and why I try to respond to all of their drafts in some way. It's difficult to get around being a "gatekeeper" since I assign grades; however, by making them write multiple drafts and by responding to their drafts, I show them that I am invested in them as writers and as students who are concerned about their grades.

 

In addition, I believe that my students, even though they're in college, deserve and need one-on-one time with me, which is why I set aside time for conferences twice a semester. Here, I become a mentor and coach. Conferences help me to get to know them as people outside the classroom and to allow them to ask me specific questions. When I asked my students to reflect on their writing process for each unit, the students often commented about how helpful it was to talk to me about their papers, showing that they know I am invested in them as students and writers.

 

Finally, I believe in laughter and honesty. For my class activities, I like to bring in fun videos for them to analyze. For instance, I asked them to analyze a clip from Monty Python and an Oreo commercial with an Owl City song. Those were some of our best days. They laughed. They spoke up. They learned. I'm also honest about my work, and I once used one of my less-than-spectacular video drafts as a way to show them what a draft can look like. So, I laughed at myself, and they seemed to appreciate it. By being honest, I can create a more open environment.

 

All of these beliefs and roles play into my teaching persona of personable but professional and (hopefully) encourage my students to speak their mind, support their opinions, and try and try again. So, I will continue shape-shifting and working with and for my students in an attempt to create an encouraging learning environment. When they leave my class, I hope they know that I'm invested in them, that they have learned something about writing, and that they're more interested in writing.