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My aim as an educator is to help students apply their current skills to new courses and real-life situations. I achieve this by regularly communicating with them both in and out of the classroom to ensure they grasp the specific objectives of the course. I aim to guide students to be able to transfer knowledge beyond the classroom. Encouraging students to apply technology that they have prior knowledge in, they prepare for future work where writing is technology based. Utilizing Socratic techniques with pivotal questions and controversial conversations (Graff, 1995) brings me immense joy as students develop personally and professionally.
My goals include knowledge transferability to real world situations (Perkins & Salomon, 1988). I incorporate issues like earth ecology so that students can practice identifying rhetorical applications such as emotional appeal for solving the problem. Subsequently, when students are prompted to evaluate emotional, logical, or credible information regarding another real-world issue, they can utilize an appeal to emotion in addressing the new matter, such as advocating for the sale of trees for ecological purposes. By guiding students through subject-focused learning, I help them achieve the ability to recognize purpose, audience, context, and conventions as recommended by the WPA Outcomes (2014). My assessments include real-world scenarios through simulations, role playing, and technology, aiming to evaluate student ability to think critically about applying information to a novel situation.
Diving into literary critical theories, I teach through Socratic methods. Students think analytically about their lives and about the effects of literature. I encourage students to relate to the writer using Reader Response Theory, the written word through a Close Read, and to human experiences through Culturalism and Historicism (Critiquing Literary Theories, n.d.; Felluga, 2015). Reading Antigone (Sophocles), for example, students write about their first reactions, participate in a discussion, engage in reader’s theatre for a close read section, and collaborate on Google Docs for a culturally and historically analyzed written composition. Joining student experience with open-ended questions and controversial conversations (Graff, 1995) increases learner depth of relationships between characters (Antigone and Creon), between characters and the reader (Antigone/Creon and self), and between the reader and the author’s intentions (self and Sophocles).
Technology plays an impressive role in teaching writing. Using social media and Microsoft Word in lessons helps students understand real-world systems and enhances knowledge transfer beyond the classroom. Collaborating on posters for their free-choice poetry projects, for example, students use programs like PowToon, PowerPoint, Google, or other software which allow sharing and editing for collaboration as in business meetings, presentations to clients, or journalism and eMagazines. Employing search engines for projects or research papers, blogging for student correspondence, and texting for student engagement prepares students for the business world, where technology is a cornerstone of communication.
Finally, I plan to provide a safe environment for learners to think, discuss, write, and invent projects. Because reading is pensive but passive, using multiple means of engagement through independence, pairing, small grouping, and whole class activities including projects, technology, and peer interaction through questions and conversations allows me to guide a student-centered, subject-based environment. With a quality environment and a diversity of learning activities, I look forward to enjoying teaching higher education courses.
References
Critiquing Literary Theories. (n.d.). Grand Canyon University. https://lc.gcumedia.com/mediaElements/gcu-sequence-application/v3.1/#/showcase/sequence/38/view
Graff, G. (1995). Conflict pedagogy and student experience. College Composition and Communication, 46(2), 276–279. https://doi.org/10.2307/358431
Lang, J. M., Dujardin, G., & Staunton, J. A. (Eds.). (2018). Teaching the literature survey course: New strategies for college faculty. West Virginia University Press. https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=5231119
Perkins, D. & Salomon, G. (1988, September 1). Teaching for transfer. Educational Leadership, 46(1), 22-32. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=8524829&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
WPA (2019). Outcomes statement for first-year composition. Retrieved from https://wpacouncil.org/aws/CWPA/pt/sd/news_article/243055/_PARENT/layout_details/false
TANYA KARLE
208-369-0276 | tanyadkarle@gmail.com | Emmett, Idaho
tanyakarle.com
PROFESSIONAL SUMMARY
I have a passion to educate, encourage, and strengthen the next generation. By providing guidance, tools, and training through higher education courses, I get to see students blossom into a fuller version of themselves and engage in global aspects.
EDUCATION
MA, English for Educators June 2024
Grand Canyon University, Arizona
Honors Society
BA, Political Science (International Relations) June 1990
University of California, Santa Barbara
EXPERIENCE
Teacher, Online & Private 6/2023--Present
Keetown Inc., California
● Design curriculum & instruct online courses for 4/5 grade Reader-Writer Workshop.
● Design curriculum & instruct online courses for 2nd grade Readers Workshop.
● Design curriculum & instruct online courses for 3rd grade Reader-Writer Workshop.
● Private, one-n-one online tutor for 2-5th grade writing.
● Contract work coordinator, administrative work for business and finances.
Professional Certified Coach, Academic & Business 1/2020--Present
For The Difference, Idaho
● Private coaching for 200+ hours, based on individual needs.
● Group coaching, guiding professionals in decisions and organization.
Teacher 8/1997--6/1999
Brandon Elementary, Goleta Unified School District, California
· 3rdgrade classroom teacher.
Teacher/Reading Specialist 8/1995--6/1997
Gompers Elementary, Long Beach Unified School District, California
● Reading Recovery, Descubriendo La Lectura, Specialist.
● Kindergarten classroom teacher.
● 1st-2ndgrade loop teacher.
Teacher 8/1993 – 6/1995
International Elementary, Long Beach Unified School District, California
● 2nd grade teacher.
● Kindergarten classroom teacher.
Teacher 8/1990 – 6/1993
North Ranchito Elementary, El Rancho Unified School District, California
SKILLS
Organized | Zoom | Google | Google Classroom | Halo | Canva | PowerPoint | Microsoft | Excel
CERTIFICATIONS
● Teaching Credential, Commission on Teacher Credentialing (CTC) 1990-Present
● Professional Certified Coach, Coach Training EDU- 2020
● Certified Descubriendo la Lectura Teacher, Long Beach USD 1997
● Bilingual Certificate of Competence, CTC 1995
● Early Literacy Inservice Course (elic), 1995
● California Basic Educational Skills Test (CBEST) 1989
● Tutor Training Certificate, Literacy International 1998
GRANTS RECEIVED
· Toyota Innovation Grant, support instruction in mathematics and science 1995
· Reading-Book Grant, Gompers Elementary, co/author Allen 1995
AWARDS/RECOGNITIONS/VOLUNTEER WORK
● Volunteer Leader, AWANA Journey, Idaho 8/2022--6/2024
● Canonical Conversations, Adult Study Leader, Idaho 1/2023--12/2023
● Volunteer, AWANA Sparks, Idaho 8/2018--6/2022
ADDITIONAL SECTIONS - (OPTIONAL)
· Teacher Training, Institute for Excellence in Writing 2023
· Coach Trainer Leader, For the Difference, International (Zoom) 2020-2021
· Headed up an entire school Field Day for K-6, El Rancho USD, California 1991
I offer one-on-one coaching sessions and group coaching, workshops. My areas of expertise include reading/writing coaching, stress management, parent-child coaching, homeschooling, higher education, and personal development. Contact me today to learn more about my services.
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