Megan Gilson

Teaching Philosophy
My classroom is a place where approaches to participation are catered to all students, but
also encourage students to take risks and get out of their comfort zones. Students participate in
silent discussions, responding to discussion questions around the room with multicolored
markers in hand. On some days, students move to one corner of the room or another based on
whether they agree or disagree with a statement, and then use their text to find a quote in support
of their position (Holden Caulfield is a hypocrite agree or disagree?). Students feel
comfortable participating in class discussions because they have the opportunity to process the
discussion questions in writing before we talk about them out loud. A rush of victory ensues
when a quieter student feels comfortable talking in class, because I know that the
writing/brainstorming time allowed them the opportunity to organize their thoughts. Walking
into my classroom, one might notice that we are using yardsticks when reenacting the swordfight
scene in Romeo and Juliet. Or perhaps Juliet is standing on her balcony (desk), delivering a
soliloquy. My students hone their critical thinking skills, not only analyzing the symbolism of the
ducks in the pond but also considering why J.D. Salinger made that choice as a writer. As a
teacher, I not only ask who and what, but also why and how. My classroom is a place where all
questions are honored, and students are encouraged to ask even the smallest questions that are on
their minds. When I am proud of something that a student has done, it is not a secret to them: I
was so excited when you added that quote to our discussion, Ill share with excitement,
because Ive read this three times and never noticed that comparison. The student beams.
My classroom is a place where writing is more than sitting in front of the computer and
typing a coherent essay. Students use structured outlines and Google docs, allowing me to read
through drafts and leave numerous detailed comments on the side. These comments ask students
questions to guide their thinking, rather than giving them the answers. These comments have also
raised student grades up to two full letters. In my classroom, writing can sometimes be verbal a
student can talk out their thesis as I type all of their words, often arriving at a brilliant and
polished thesis, always in the students own words. You had the right idea in you all along, I
say, often surprising the student who doubted their writing ability. My classroom is never turning
in the rough draft as the final essay. We de-mystify the complex process of writing together by
breaking it down into small, manageable tasks: one day we focus on writing theses, and the next
we focus on how to find an effective quote. It is not enough to assume that all students will get

Megan Gilson
writing skills by looking at a sample essay. I model specific writing skills, scaffolding students
writing ability by showing them how I write, giving them practice with peers, and then allowing
them to try the skill on their own.
My classroom is a place to discuss college plans, understand the college application
process, and eliminate barriers that many first generation college students face. In my classroom,
we learn how to write resumes and work on college essays that show, rather than tell. My
classroom not only prepares students for next weeks test and next years freshman writing
seminar, but encourages students to take lessons from literature into life, to be kind and
thoughtful communicators, and to never stop asking how and why. Most importantly, my
classroom is a place where students always know that they matter, and that their voices are
heard.