Graduate Teaching Assistant |

amq2k@mtmail.mtsu.edu |
Ashley M. Quinn
Teaching Philosophy

“Teaching and Learning involve being in the moment in a total way, as a whole person.”
-- Dawn Skorczewski

Entering into my classroom for the first time three years ago, all of my past educators were
floating around in my head like the ghosts from A Christmas Carol. I knew who I wanted to
emulate and who I did not, and I had a vision of who I would be as an instructor. However, I was
so focused on being the “best” teacher that I forgot to be—well, me. After truly digesting Dawn
Skorczewski’s words, I began developing a teaching persona deeply connected with who I am as
a human being. Thus, I approach teaching with a high level of empathy and understanding to
fostering an environment where my students feel comfortable to take risks and be challenged.

In order to encourage risk-taking, I focus on writing to learn and process over product. An
example of this is my revision policy. Students in my English 1010 course are required to submit
a reflective cover letter with each major writing assignment that will be used as a guide when
they are ready to make revisions. The purpose of the cover letter is to get my students thinking
about the rhetorical choices they made as well as reflect on possible areas of revision. Revisions
are required to pass the course and must show thorough rethinking. I believe that this approach
encourages my students to focus on the writing process instead of the finished product because it
reveals the recursively of the writing process.

Part of being empathetic with my students is acknowledging that the majority of them are not
English majors. Therefore, each assignment has a high level of flexibility and choice. For
example, the literacy profile project I assign for my English 1010 students allows them to
interview a person of their choosing. I encourage them to pick a person who works in the career
field they wish to enter after graduation, but the choice is theirs to make. Students conduct an
interview with this person and examine the different writing genres essential to that person’s
career. As a class, we examine these genres, noting writing conventions and their dependence on
context. This assignment exposes students to the types of writing they might do as a professional;
however, in conjunction with a genre analysis project, students learn how to transfer their skills
to any writing opportunity they might face in the future.

Subsequently, I use labor-based grading in my classes to eliminate student stress and anxiety. For
instance, students are given a check list at the beginning of the semester in my English 1010
course that shows them the amount of work they need to devote to earn an A, B, or C. All of the
assignments are designed to be credit/no-credit, with opportunities to revise any major
assignment. This approach is supported by research, and it allows me to focus more on
evaluation instead of ranking, ensuring that students are encouraged to focus on process over
product and mindfully develop their writing.
Above all, I want my students to succeed and that means that I must continue to learn and grow
myself. By continuing to be flexible, studying pedagogy, and seeking feedback, I will strengthen
my instructional practices.