Home - Sarah - Profile

Sarah's Profile

Sarah's Profile
Send to mail
Name: Sarah
Gender: FEMALE
Education Level:
Language: N/A
Subject: World Languages, Language Arts
Bio description: Ever since I was a child, I have loved teaching. I can vividly remember asking my indulgent parents to sit on the floor cross-legged and play the students to my teacher; I was all of six years old at the time. They obliged, and, standing at the head of the class, I led discussions in which they raised their hands to participate; I also issued assignments. Even back then, I reveled in the collaborative aspects of teaching and delighted in creating innovative curricula. At the age of ten, I taught piano lessons to neighborhood kids, who were even younger than me, and by the age of fourteen, I was teaching art and environmentalism at summer camps. Fast-forward to the summer after college, when I began tutoring teenaged mothers in Adult Basic Education and GED preparation. These impoverished young women, living in the projects of Baltimore City, taught me as much as I taught them, their socioeconomic status appertaining to the lack of access to good educational resources and job opportunities afforded them. At the same time I participated in this grant-funded program in the city, I also tutored for a private agency, helping elementary-aged through eighteen years olds excel in all subjects in the school curriculum. Washington University, the graduate school I attended for my Ph.D. in English, tasked its T.A.’s with teaching two college courses per semester, so I was fortunate to run my own classrooms early in my training. I instructed undergraduates in all levels of composition and literature courses, while I was a graduate student, and, in the summer, I served as a college composition instructor for high school honors students earning college credit. As an English professor who’s taught and tutored thousands of undergraduate and graduate students, as well as K-12 students, I have amassed a great deal of experience working with students with a wide range of backgrounds, including those who are historically under-served; those with special needs, including pupils who are deaf, blind, have an autism spectrum disorder, suffer from TBI, or are afflicted with severe mental illness. On many occasions I’ve worked with the gifted and talented. To reveal my commitment to effective teaching and how I like to innovate new approaches, I offer this example, from when I was tenured faculty at the University of Wisconsin. (After my mother suffered a debilitating stroke, I was obliged to resign and become her caregiver.) I pioneered the first Service Learning program in the English department, in which I designed the curriculum so that my Advanced Composition students could apply the new knowledge and skills they learned in class to real-world settings. The “service” my charges performed in the community were writing projects for local non-profit organizations. My pupils learned what it’s like to write for actual audiences and for different purposes—and they loved it! As I had hoped, they took ownership of their writing, invested, as they had become, in communicating clearly and effectively because members of the public were reading what they produced. My favorite success story was the life writing a group of my students collaborated on with the residents of our town’s homeless shelter, the latter of whom wanted to tell their personal stories. The director of the shelter was so struck by the honesty and compelling drama of these narratives (we were in the midst of the 2008 economic recession, which had rendered many families suddenly homeless) that he published them in the Salvation Army’s national brochure and newsletter.
Availability :
Monday   Morning, Afternoon, Evening, Night
Tuesday   Morning, Afternoon, Evening, Night
Wednesday   Morning, Afternoon, Evening, Night
Thursday   Morning, Afternoon, Evening, Night
Friday   Morning, Afternoon, Evening, Night
Saturday   Morning, Afternoon, Evening, Night
Sunday   Morning, Afternoon, Evening, Night