Frequently Asked Questions : professional organizer, academic coaching

Tanya Karle - Philosophy of Teaching

      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. Students apply prior knowledge to literary analysis projects through technology. Utilizing Socratic techniques with pivotal questions and controversial conversations (Graff, 1995) brings me immense joy as students develop personally and professionally.

     My goals include transferability to the real world (Perkins & Salomon, 1988). I incorporate problems like earth ecology or social globalization which also increase student motivation and interest. By offering opportunities for multiple drafts through peer and instructor collaboration, students enhance their writing skills, moving beyond grammar to focus on rhetoric. Assessments include real world situations through simulations, role playing, and technological applications. For example, students may use PowerPoint to review an on-campus play or write a promotional advertisement for a drama that could be posted on social media. Students engage with peers and instructors for project/essay review through Google Docs. By guiding students through subject-focused learning, I help them achieve WPA Outcomes (2014). 

      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 and 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. Due to student familiarity with search engines, blogging, and texting, these platforms are appropriate for project presentation.

     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

I work with clients from all walks of life who are committed to personal growth and achieving their goals. Some of my clients are seeking career advancement through education, while others are looking to improve their relationships or find greater fulfillment in life.

TANYA KARLE

208-369-0276 | tanyadkarle@gmail.com | Emmett, Idaho

tanyakarle.com

PROFESSIONAL SUMMARY

I desire to educate, encourage, and strengthen the next generation. By providing guidance, tools, and training through college literature and composition courses,
 

EDUCATION

MA, English for Educators  April 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

· 3rd grade 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

● 2ndgrade teacher.

● Kindergarten classroom teacher.

Teacher  8/1990 – 6/1993

North Ranchito Elementary, El Rancho Unified School District, California

• 3rd grade classroom      teacher, school wide Field Day.
• 4-6th grade Gifted      education program, design, organize, implement for 20 students.
• Kindergarten      classroom teacher.

SKILLS

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

CERTIFICATIONS

● Institute for Excellence in Writing (IEW), Teacher Training 2022

● Teaching Credential, California Commission on Teacher Credentialing (CTC) – 1990 - Present

● Professional Certified Coach, Coach Training EDU- 2020

● Certified Descubriendo la Lectura Teacher, Long Beach Unified School District 1997

● Bilingual Certificate of Competence, California Commission on Teacher Credentialing 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 Grant, Gompers Elementary, with 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 Unified School District, Calif 1991