STATEMENT OF TEACHING PHILOSOPHY
updated January 15th, 2018
updated January 15th, 2018
Respect the students’ learning curve
I chose this image as a premise to my statement because, in my opinion, it is an accurate illustration of a student’s learning curve while he/she is in the process of gaining knowledge of a language. Indeed, “language” will not have the same meaning for a student at a beginners’ level as for a student taking a class in literature, composition or civilization, since they will not be asked to use language for the same purposes. At first, they will be expected to learn how to communicate effectively in the target language so that they can progressively operate in more complex settings where language will not only serve to convey an information, but to express nuanced opinions as well as be used for analytical and creative purposes.
Make the student an active participant of the learning process
I believe that, as an instructor, it is my responsibility to ensure that I always provide students with a learning environment that is best suited to their needs, at each stage of their learning process. To achieve this, I strive to foster active learning and participation, and I do so by balancing the pre-requisites of each class with activities or assignments that ask the students to use their own input as part of the learning experience. This way, the learning process becomes more personal and the concepts or rules that are being studied are more likely to be internalized.
Set clear goals and objectives
Giving students the appropriate tools to come up with their own learning strategies proves especially relevant when they are asked to use language for analytical purposes. I will use my “Introduction to French Literature” class to illustrate what I am saying. It will also give me the opportunity to introduce fundamental aspects of my teaching philosophy that I implement in all of my courses. The literature class I taught was designed to give students an appreciation of French prose, theater and poetry through the study of a novel, a play and selected poems. The students in this class faced three different kinds of challenges: (1) they were exposed to French prose and poetry for the first time since they started learning the language, (2) they had to familiarize themselves with the lexicon associated with each genre and (3) they were asked to write compositions that required them to exercise their critical thinking. This can seem quite daunting at first, but I wanted them to be able to enjoy their readings and their discovery of French literature and poetry, without constantly worrying about the requirements of the curriculum. The first thing I did to make the learning process less overwhelming was to give them a very detailed calendar which included all the readings covered in this course as well as the dates for all the quizzes and exams (see my sample syllabus for the FREN 326 class here). I have noticed in all the classes I have taught that giving students very clear instructions about the goals and objectives of a class, regardless of the topic covered, and providing them with a comprehensive calendar allows them to plan ahead, manage their time and feel more secure, as they are now in control or their own learning path.
Build upon the students’ existing knowledge and respect diversity
However, offering students an accurate overview of the class and its requirements cannot serve as the only means to make the tasks more manageable. I believe that, in order to be beneficial for the students, the material used in class should be adapted to their needs. This is why I endeavor to create assignments that build upon the students’ existing knowledge. I do this by breaking down each major requirement into meaningful segments, so that students will steadily add new information to rules or concepts they are already familiar with. A fitting example is the use I make of the worksheets I created for my literature course. I divided the required novel into seven sections for the students to have an even amount of reading to do per week. For each section, I created questions that covered all of the major stylistic and thematic aspects of the text, while also focusing on more general questions regarding the plotline (see a sample of a worksheet here). The purpose of these sheets was threefold: (1) it provided students with guidelines, so that they knew what to look for in the novel (2) it enabled them to come up with their own explanations regarding the concepts or theories we studied in class (3) it fostered in-class discussions as students could debate their opinions and comments with others.
Whenever possible, I strive to implement open-ended activities, as it encourages students to formulate meaningful answers using their own knowledge. One way of doing it is through project-based activities, such as group presentations on social, cultural or political aspects of French and Francophone societies (i.e. the "lesson projects" for my conversation class (FREN 375) or the "students' presentations" for my class on French society (FREN 430)). Such activities are especially relevant today, as they require students to use specific skills (teamwork, analytical skills, ability to synthesize information) that play an essential part in today's society.
Contextualize the learning process
I also believe that, for the learning curve to be truly effective, it is crucial to give students a sense of purpose, so that they gain an awareness of the pertinence of what they are learning. “Why does it matter if I learn how to conjugate verbs in the past tense?”, “Why is it relevant for me to learn vocabulary pertaining to work or immigration?”: these are some of the questions students might ask themselves when they are taking a language or a culture course, if they haven’t been given clear guidance from the beginning, or if they have failed to perceive the relevance of what they have been taught. Whenever I plan a syllabus, I always have in mind the fact that I want students to leave the classroom – and complete the course – being able to answer these questions. This is why one of my main concerns is the contextualization of the learning process. I achieve this by stressing the connections between language and culture. I have used film in most of my language and culture courses to increase students’ awareness of this aspect of language, and I was always met with very positive reactions on their behalf.
The creation of online courses has always played an instrumental part in the way I approach teaching, as it allows me to provide students with a broader range of learning opportunities inside as well as outside the classroom. By offering them a wide range of information in connection with the topics discussed in class, I am able to expand their understanding of specific aspects of French/Francophone cultures, but to also refine their knowledge of the language, as I provide them with additional information regarding discrete grammar aspects. In so doing, students have the opportunity to reflect on the activities in a more personal way and it allows me to stress out the importance of multiple learning paths. This way, students are free to explore the different topics discussed in a more personal way, which in turns leads to a better engagement in class, as they realize that there is not always only one correct answer to a given question or topic.
By clicking here, you will be able to access an open online course I created and that consists in a survey of French grammar for students at a beginner or intermediate level. This course is especially designed for American students who wish to review the fundamentals of French grammar before taking the CLEP (College Level Examination Program) exam.
By clicking here, you will be able to access the website I created in connection with a composition course I was teaching. The main objective of this course was for students to focus on some major aspects of French grammar such as (but not limited to): the past tenses, the subjunctive, the articles and the adjectives while honing their writing skills across a variety of genres. The website I created gathered all the handouts I created for the class, making it easier for students to track what we had been doing over the semester. I also included additional information regarding grammar and vocabulary in order to help them refine their knowledge of the language, but also to help them being more efficient during the writing and the editing of their written assignments for this class.
Use teaching resources that are relevant to students
As my publication record demonstrates, the integration of audiovisual material to contextualize and facilitate learning has always been a major interest of mine. The “Intermediate French Conversation” class I have had the opportunity to teach several times at the University of Kansas is a perfect example of how I use film to articulate the conversations that students have in class, but also to contextualize the learning of new vocabulary (see my sample syllabus for the FREN 375 class here). I want it to be noted that, in my effort to promote cultural awareness in the learning process and to encourage communication, I took it upon myself to entirely redesign the course syllabus, using film as the structuring device for every activity. I selected a vocabulary textbook that was relevant to the topics I wanted to deal with (work, family, education, immigration, etc.) and chose films whose content would allow students to use the target vocabulary in a meaningful way, through discussions and debates. In order for these discussions to be structured and fruitful, and to prepare the students for each class, I provided them with a worksheet prior to the screening of each film, with questions I asked them to answer (see sample of a worksheet here). This way, all students were on an equal stage of footing because they all had a shared experience regarding the topic discussed and they could interact confidently. Besides, cinema is a medium that all students can relate to, as it exposes them to meaningful, real-life situations they can easily connect to, which facilitates participation and triggers discussion. Using film in a language course proves to be an excellent educational tool for three different reasons: (1) it gives a clear context to the learning process (2) it allows for a communicative approach and (3) it creates a strong connection between language and culture.
Offer constructive feedback
Once you have offered students a learning environment that you consider to be best-suited to their needs, it is important to take into consideration another essential component of the learning process: the assessment of the student’s performance. In my opinion, it is crucial that a student knows their main strengths and weaknesses in order to progress, which is why I always try to give students constructive feedback that can help them target the aspects of language and/or culture they need to work on. For example, for the undergraduate course I taught, entitled “Applied French Grammar and Composition”, students were asked to work extensively on their writing skills while performing in-depth analyses of specific aspects of the grammar. Students were required to write several compositions, each based on a different writing style (a portrait, a description, a dissertation, etc.) For each composition, I designed a grading table that targeted some stylistic and grammatical aspects that I required them to use in their texts. In addition, I provided some personal comments regarding grammar and style, so that I could give students an account that was as accurate as possible regarding their performance (see sample documents here, here and here). Throughout the term, I have been able to notice that the feedback from this grading system proved to be very efficient, as students were able to focus on their weaknesses in an efficient way. By offering this type of feedback, I noticed significant improvements in the students’ use of grammar.
I am fully dedicated to support students in each stage of their learning process and to come up with educational tools that will enable them to reach their potential. I am always sensitive to a student’s learning curve, which is why my teaching methods are tailored to gradually build upon the students’ existing knowledge, so that they can be actively involved in the learning experience. I strive to create a learning environment that fosters active participation by offering students the possibility to experiment with concepts and theories, so that learning becomes a personalized experience.
Teaching a cinema class
Some of the criteria I mentioned previously regarding my approach to language teaching also apply to the teaching of cinema, as it is essential to make the material manageable and engaging, while providing students with clear instructions and setting specific goals and objectives for the class. Most of the time, students taking a course on French cinema do not have any previous experience discussing and analyzing films in an academic context. Consequently, they often do not know what to expect from that type of course, nor do they know what will be expected from them. For these reasons, it is all the more important for me to let them know from the first day of instruction what my expectations will be, which is something I achieve through a clear and detailed syllabus.
Whether I am teaching a survey course on the history of French cinema and French classics, or a topic-based course, I want student to be able to develop a critical eye when watching and discussing film. For this reason, my main objective, when I plan and design a course on French cinema, is to ensure that I create activities that will enable student to understand film as being both a social artifact that allows us to get a better understanding of the evolution of French society, and an art form that needs to be discussed as such and that necessitates the mastery of a proper lexicon. This is why I balance activities where students are asked to reflect on the social and cultural implications of filmmaking with activities and workshops where they are required to do readings on specific aspects of mise-en-scène, such as lighting, framing, or editing, and to apply this knowledge to select scenes from some of the films studied in class.
In my desire to offer students interesting and innovative assignments that allow them to apply what they have learned in class in a more creative and meaningful way, and also to develop new skills while using French, I am asking them to shoot and edit a short video as their final assignment in the FREN 338 class I am teaching this semester (Winter 2018). Since the topic of this course (the representation of youth in film) is particularly relevant for students, and since we will be discussing different aesthetic trends (avant-garde, the New Wave, the cinéma du look), students are asked to shoot a short film (around 5 minutes) that takes youth as its central theme and that borrows narrative and aesthetic elements from some of the movements discussed in class. Different work sessions are scheduled throughout the semester, where students will be working on different aspects of their film (writing a scenario, shooting the film, and doing the editing). These sessions are intended to break down the main stages partaking in the completion of this project into manageable segments. To make sure that students are receiving the necessary help and professional guidance required by that kind of project, I am working in collaboration with people from the Media Access and Production department on campus. The objective of this assignment is twofold: (a) students keep improving their written and spoken skills, as they are required to write a scenario and act in their film (b) students apply their knowledge of cinema and mise-en-scène in a concrete and creative way, as they first need to internalize the concepts discussed in class to be able to reuse them in a personal way during the shooting and the editing of the film.
I chose this image as a premise to my statement because, in my opinion, it is an accurate illustration of a student’s learning curve while he/she is in the process of gaining knowledge of a language. Indeed, “language” will not have the same meaning for a student at a beginners’ level as for a student taking a class in literature, composition or civilization, since they will not be asked to use language for the same purposes. At first, they will be expected to learn how to communicate effectively in the target language so that they can progressively operate in more complex settings where language will not only serve to convey an information, but to express nuanced opinions as well as be used for analytical and creative purposes.
Make the student an active participant of the learning process
I believe that, as an instructor, it is my responsibility to ensure that I always provide students with a learning environment that is best suited to their needs, at each stage of their learning process. To achieve this, I strive to foster active learning and participation, and I do so by balancing the pre-requisites of each class with activities or assignments that ask the students to use their own input as part of the learning experience. This way, the learning process becomes more personal and the concepts or rules that are being studied are more likely to be internalized.
Set clear goals and objectives
Giving students the appropriate tools to come up with their own learning strategies proves especially relevant when they are asked to use language for analytical purposes. I will use my “Introduction to French Literature” class to illustrate what I am saying. It will also give me the opportunity to introduce fundamental aspects of my teaching philosophy that I implement in all of my courses. The literature class I taught was designed to give students an appreciation of French prose, theater and poetry through the study of a novel, a play and selected poems. The students in this class faced three different kinds of challenges: (1) they were exposed to French prose and poetry for the first time since they started learning the language, (2) they had to familiarize themselves with the lexicon associated with each genre and (3) they were asked to write compositions that required them to exercise their critical thinking. This can seem quite daunting at first, but I wanted them to be able to enjoy their readings and their discovery of French literature and poetry, without constantly worrying about the requirements of the curriculum. The first thing I did to make the learning process less overwhelming was to give them a very detailed calendar which included all the readings covered in this course as well as the dates for all the quizzes and exams (see my sample syllabus for the FREN 326 class here). I have noticed in all the classes I have taught that giving students very clear instructions about the goals and objectives of a class, regardless of the topic covered, and providing them with a comprehensive calendar allows them to plan ahead, manage their time and feel more secure, as they are now in control or their own learning path.
Build upon the students’ existing knowledge and respect diversity
However, offering students an accurate overview of the class and its requirements cannot serve as the only means to make the tasks more manageable. I believe that, in order to be beneficial for the students, the material used in class should be adapted to their needs. This is why I endeavor to create assignments that build upon the students’ existing knowledge. I do this by breaking down each major requirement into meaningful segments, so that students will steadily add new information to rules or concepts they are already familiar with. A fitting example is the use I make of the worksheets I created for my literature course. I divided the required novel into seven sections for the students to have an even amount of reading to do per week. For each section, I created questions that covered all of the major stylistic and thematic aspects of the text, while also focusing on more general questions regarding the plotline (see a sample of a worksheet here). The purpose of these sheets was threefold: (1) it provided students with guidelines, so that they knew what to look for in the novel (2) it enabled them to come up with their own explanations regarding the concepts or theories we studied in class (3) it fostered in-class discussions as students could debate their opinions and comments with others.
Whenever possible, I strive to implement open-ended activities, as it encourages students to formulate meaningful answers using their own knowledge. One way of doing it is through project-based activities, such as group presentations on social, cultural or political aspects of French and Francophone societies (i.e. the "lesson projects" for my conversation class (FREN 375) or the "students' presentations" for my class on French society (FREN 430)). Such activities are especially relevant today, as they require students to use specific skills (teamwork, analytical skills, ability to synthesize information) that play an essential part in today's society.
Contextualize the learning process
I also believe that, for the learning curve to be truly effective, it is crucial to give students a sense of purpose, so that they gain an awareness of the pertinence of what they are learning. “Why does it matter if I learn how to conjugate verbs in the past tense?”, “Why is it relevant for me to learn vocabulary pertaining to work or immigration?”: these are some of the questions students might ask themselves when they are taking a language or a culture course, if they haven’t been given clear guidance from the beginning, or if they have failed to perceive the relevance of what they have been taught. Whenever I plan a syllabus, I always have in mind the fact that I want students to leave the classroom – and complete the course – being able to answer these questions. This is why one of my main concerns is the contextualization of the learning process. I achieve this by stressing the connections between language and culture. I have used film in most of my language and culture courses to increase students’ awareness of this aspect of language, and I was always met with very positive reactions on their behalf.
The creation of online courses has always played an instrumental part in the way I approach teaching, as it allows me to provide students with a broader range of learning opportunities inside as well as outside the classroom. By offering them a wide range of information in connection with the topics discussed in class, I am able to expand their understanding of specific aspects of French/Francophone cultures, but to also refine their knowledge of the language, as I provide them with additional information regarding discrete grammar aspects. In so doing, students have the opportunity to reflect on the activities in a more personal way and it allows me to stress out the importance of multiple learning paths. This way, students are free to explore the different topics discussed in a more personal way, which in turns leads to a better engagement in class, as they realize that there is not always only one correct answer to a given question or topic.
By clicking here, you will be able to access an open online course I created and that consists in a survey of French grammar for students at a beginner or intermediate level. This course is especially designed for American students who wish to review the fundamentals of French grammar before taking the CLEP (College Level Examination Program) exam.
By clicking here, you will be able to access the website I created in connection with a composition course I was teaching. The main objective of this course was for students to focus on some major aspects of French grammar such as (but not limited to): the past tenses, the subjunctive, the articles and the adjectives while honing their writing skills across a variety of genres. The website I created gathered all the handouts I created for the class, making it easier for students to track what we had been doing over the semester. I also included additional information regarding grammar and vocabulary in order to help them refine their knowledge of the language, but also to help them being more efficient during the writing and the editing of their written assignments for this class.
Use teaching resources that are relevant to students
As my publication record demonstrates, the integration of audiovisual material to contextualize and facilitate learning has always been a major interest of mine. The “Intermediate French Conversation” class I have had the opportunity to teach several times at the University of Kansas is a perfect example of how I use film to articulate the conversations that students have in class, but also to contextualize the learning of new vocabulary (see my sample syllabus for the FREN 375 class here). I want it to be noted that, in my effort to promote cultural awareness in the learning process and to encourage communication, I took it upon myself to entirely redesign the course syllabus, using film as the structuring device for every activity. I selected a vocabulary textbook that was relevant to the topics I wanted to deal with (work, family, education, immigration, etc.) and chose films whose content would allow students to use the target vocabulary in a meaningful way, through discussions and debates. In order for these discussions to be structured and fruitful, and to prepare the students for each class, I provided them with a worksheet prior to the screening of each film, with questions I asked them to answer (see sample of a worksheet here). This way, all students were on an equal stage of footing because they all had a shared experience regarding the topic discussed and they could interact confidently. Besides, cinema is a medium that all students can relate to, as it exposes them to meaningful, real-life situations they can easily connect to, which facilitates participation and triggers discussion. Using film in a language course proves to be an excellent educational tool for three different reasons: (1) it gives a clear context to the learning process (2) it allows for a communicative approach and (3) it creates a strong connection between language and culture.
Offer constructive feedback
Once you have offered students a learning environment that you consider to be best-suited to their needs, it is important to take into consideration another essential component of the learning process: the assessment of the student’s performance. In my opinion, it is crucial that a student knows their main strengths and weaknesses in order to progress, which is why I always try to give students constructive feedback that can help them target the aspects of language and/or culture they need to work on. For example, for the undergraduate course I taught, entitled “Applied French Grammar and Composition”, students were asked to work extensively on their writing skills while performing in-depth analyses of specific aspects of the grammar. Students were required to write several compositions, each based on a different writing style (a portrait, a description, a dissertation, etc.) For each composition, I designed a grading table that targeted some stylistic and grammatical aspects that I required them to use in their texts. In addition, I provided some personal comments regarding grammar and style, so that I could give students an account that was as accurate as possible regarding their performance (see sample documents here, here and here). Throughout the term, I have been able to notice that the feedback from this grading system proved to be very efficient, as students were able to focus on their weaknesses in an efficient way. By offering this type of feedback, I noticed significant improvements in the students’ use of grammar.
I am fully dedicated to support students in each stage of their learning process and to come up with educational tools that will enable them to reach their potential. I am always sensitive to a student’s learning curve, which is why my teaching methods are tailored to gradually build upon the students’ existing knowledge, so that they can be actively involved in the learning experience. I strive to create a learning environment that fosters active participation by offering students the possibility to experiment with concepts and theories, so that learning becomes a personalized experience.
Teaching a cinema class
Some of the criteria I mentioned previously regarding my approach to language teaching also apply to the teaching of cinema, as it is essential to make the material manageable and engaging, while providing students with clear instructions and setting specific goals and objectives for the class. Most of the time, students taking a course on French cinema do not have any previous experience discussing and analyzing films in an academic context. Consequently, they often do not know what to expect from that type of course, nor do they know what will be expected from them. For these reasons, it is all the more important for me to let them know from the first day of instruction what my expectations will be, which is something I achieve through a clear and detailed syllabus.
Whether I am teaching a survey course on the history of French cinema and French classics, or a topic-based course, I want student to be able to develop a critical eye when watching and discussing film. For this reason, my main objective, when I plan and design a course on French cinema, is to ensure that I create activities that will enable student to understand film as being both a social artifact that allows us to get a better understanding of the evolution of French society, and an art form that needs to be discussed as such and that necessitates the mastery of a proper lexicon. This is why I balance activities where students are asked to reflect on the social and cultural implications of filmmaking with activities and workshops where they are required to do readings on specific aspects of mise-en-scène, such as lighting, framing, or editing, and to apply this knowledge to select scenes from some of the films studied in class.
In my desire to offer students interesting and innovative assignments that allow them to apply what they have learned in class in a more creative and meaningful way, and also to develop new skills while using French, I am asking them to shoot and edit a short video as their final assignment in the FREN 338 class I am teaching this semester (Winter 2018). Since the topic of this course (the representation of youth in film) is particularly relevant for students, and since we will be discussing different aesthetic trends (avant-garde, the New Wave, the cinéma du look), students are asked to shoot a short film (around 5 minutes) that takes youth as its central theme and that borrows narrative and aesthetic elements from some of the movements discussed in class. Different work sessions are scheduled throughout the semester, where students will be working on different aspects of their film (writing a scenario, shooting the film, and doing the editing). These sessions are intended to break down the main stages partaking in the completion of this project into manageable segments. To make sure that students are receiving the necessary help and professional guidance required by that kind of project, I am working in collaboration with people from the Media Access and Production department on campus. The objective of this assignment is twofold: (a) students keep improving their written and spoken skills, as they are required to write a scenario and act in their film (b) students apply their knowledge of cinema and mise-en-scène in a concrete and creative way, as they first need to internalize the concepts discussed in class to be able to reuse them in a personal way during the shooting and the editing of the film.
Sample activities that illustrate my teaching philosophy for language-based courses
By clicking on this link, you will be able to access a lab activity that I created for my FREN 102 (Second semester French) course I am currently teaching at Washington State University. For this activity, students are supposed to practice with the vocabulary of entertainment that had been previously introduced in class. By asking them to access the Louvre museum website, I am placing them in a real-life context, where they have to find specific information and reuse their background knowledge to complete the task. I also like this kind of activity because it allows me to connect the learning of the language with the culture of the country.
By clicking on this link, you will be able to access different sequences that I created for 3 consecutive classes in my FREN 102 course. The grammar introduced in these sequences was the indefinite pronouns and the passé composé. I created the detective story to contextualize the entire learning process and to get students interested in the unfolding of the story and to make the learning of passé composé - a difficult tense for French learners - easier and more attractive. These activities also allow students to practice reading, listening, writing and speaking.
By clicking on this link, you will be able to find a sequence of activities I designed myself to complement the study of the target grammar and vocabulary that we were covering in class. This corresponds to the FREN 203 (Third Semester French) course I am currently teaching at Washington State University. The chapter is about traveling to Francophone cities/countries and students have to learn specific vocabulary connected to traveling (means of transportation, weather, outdoor activities, etc.) while learning of to build and use the conditional.
By clicking on this link, you will be able to access the handout I created for the FREN 204 (Fourth Semester French) course I am currently teaching at Washington State University. I created similar handouts for each chapter of the textbook we covered in order to connect more closely the grammar and vocabulary studied to French culture and society. It also allowed me to contextualize the learning of grammar and vocabulary, which the textbook did not offer.
By clicking on this link, you will be able to access a lab activity that I created for my FREN 102 (Second semester French) course I am currently teaching at Washington State University. For this activity, students are supposed to practice with the vocabulary of entertainment that had been previously introduced in class. By asking them to access the Louvre museum website, I am placing them in a real-life context, where they have to find specific information and reuse their background knowledge to complete the task. I also like this kind of activity because it allows me to connect the learning of the language with the culture of the country.
By clicking on this link, you will be able to access different sequences that I created for 3 consecutive classes in my FREN 102 course. The grammar introduced in these sequences was the indefinite pronouns and the passé composé. I created the detective story to contextualize the entire learning process and to get students interested in the unfolding of the story and to make the learning of passé composé - a difficult tense for French learners - easier and more attractive. These activities also allow students to practice reading, listening, writing and speaking.
By clicking on this link, you will be able to find a sequence of activities I designed myself to complement the study of the target grammar and vocabulary that we were covering in class. This corresponds to the FREN 203 (Third Semester French) course I am currently teaching at Washington State University. The chapter is about traveling to Francophone cities/countries and students have to learn specific vocabulary connected to traveling (means of transportation, weather, outdoor activities, etc.) while learning of to build and use the conditional.
By clicking on this link, you will be able to access the handout I created for the FREN 204 (Fourth Semester French) course I am currently teaching at Washington State University. I created similar handouts for each chapter of the textbook we covered in order to connect more closely the grammar and vocabulary studied to French culture and society. It also allowed me to contextualize the learning of grammar and vocabulary, which the textbook did not offer.