As I review the ways in which I work for and meet my teaching goals, the following strengths stand out from the courses and workshops I teach and from the leadership positions I have held: A. I convey enthusiasm for my subject matter: I enjoy French language, literature and culture and I seek to spark this interest in others. Students often write that my courses inspire a greater interest in French. Cheryl Krueger, the supervising professor of the French language courses in French at UVA notes in her classroom observation that "She knows the subject matter beautifully, and radiates a joy in both the material and the act of teaching. Her students in turn are alert, active, and intellectually challenged at all times" (See report of classroom observation). I also bring enthusiasm to the workshops I teach, as one participant in a Multimedia workshop writes that I was "professional in appearance and evidenced great preparation, and helpful in answering questions; she showed enthusiasm for the technologies she has used" (See letter from the Center for the Liberal Arts). B. I provide guidance to my colleagues in my positions as course chair, co-director of the language program and as workshop leader: In the teaching workshops I run, I share techniques with fellow teachers that help them improve their teaching in a format that is "lively, well-organized and informative" (See letter regarding ACTFL presentation). I also work with my colleagues one-on-one, advising them about course administration and helping them work through problems with students. Cheryl Krueger writes, "She has been the best course chair I have seen in our department, earning and returning the respect and admiration of her peers" (See award nomination letter). C. I create an environment in which students are comfortable using their growing language skills: I expect students, even at the most basic elementary level, to express themselves in French, thus I foster a classroom atmosphere that is positive and encouraging, while at the same time understanding of different learning styles and strategies. In an unsolicited letter sent to my department chair, a former student wrote, "Ms. Fay has the unique ability to enable students to overcome the fear of learning a foreign language, for she focuses on the positive skills of each student... Ms. Fay was able to address each student at their respective level while maintaining a sense of 'groupness,' not isolating anyone. This technique put all of the students at ease; the camaraderie and encouragement that the class shared was truly amazing" (See letter from Sean Hazuda). D. I make grammar and vocabulary interesting and engaging: At every level, students always write that they find my language presentations and activities interesting, creative and helpful to their understanding of French. E. I make myself available outside of class and show concern for the whole student: Students consistently write on course evaluations that I was extremely accessible and helpful outside of class. In nearly every course I teach, I schedule one-on-one meetings with each student about a third of the way into the course. During this meeting I address problems or concerns the student may have about the course and his or her progress; I take suggestions about course improvement and I get to know more about who the students are outside of my classroom. After these one-on-one meetings I find that quiet students speak up more in class, students come to class better prepared and energized, and that a greater number of students come to my office hours for help. F. I teach good writing skills and provide engaging topics for written assignments: I require students to write at least two drafts of any essay assignment and I provide suggestions and guidance about style, organization and content. The students then revise their drafts and are responsible for correcting certain grammar and spelling mistakes on their own. (See "5. Improvement Activities: Teaching Writing.") Students appreciate the feedback and learn how to edit their own papers. Many students write on the course evaluations that they made great improvement in writing. Furthermore, students remark that they find the specific writing assignments interesting and challenging, be they creative or analytical. G. I teach helpful reading strategies and lead productive class discussions: Students appreciate that we not only focus on the content of a reading, but also on reading skills that improve comprehension. They often remember the skill-building techniques long after the classroom activity. (See "5. Improvement Activities: Teaching Reading.") Students also find analytic discussion of the texts engaging and thought-provoking. H. I use new technology to maximize student interaction with subject material and to expose them to the contemporary francophone world: The majority of students feel they benefit from the various technologies I bring to the classroom. Students consistently enjoy video activities which allow them to see and hear native French speakers, while glimpsing a picture of another culture. Computerized grammar exercises give instant feedback and let each student work at his or her own pace. Students also enjoyed activities which guided their viewing of French language web sites and exposed them to current news, trends and issues in the francophone world. |