TANYA KARLE

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

Master of Arts in English,

Grand Canyon University, Arizona

Honors Society

Bachelor of Science in Political Science (International Relations)  

University of California, Santa Barbara
 

EXPERIENCE

Teacher, Online & Private

● Design curriculum & instruct online courses

● Private, one-n-one online tutor 

● Contract work coordinator, administrative work for business and finances.

Professional Certified Coach, Academic & Business  

For The Difference, 

● Private coaching

● Professional group coaching

Teacher/Reading Specialist 

● Reading Recovery, Descubriendo La Lectura, Specialist.

SKILLS

Organized | Zoom | Google | Google Classroom | Halo | Canvas | PowerPoint | Microsoft | Excel

GRANTS RECEIVED

● Toyota Innovation Grant, support instruction in mathematics and science 

● Reading-Book Grant, co/author 

AWARDS/RECOGNITIONS/VOLUNTEER WORK 

● AWANA 

● Canonical Conversations

ADDITIONAL SECTIONS 

● Teacher Training, Institute for Excellence in Writing

● Coach Trainer Leader, For the Difference, International 

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