A Personal Philosophy on the Teaching of Writing By Diana Edmonds

Embarking on my journey as an untrained teacher, I've encountered the transformative power of effective writing instruction. This personal philosophy on teaching writing is informed by both hands-on experiences in the classroom and insights drawn from psychological perspectives, fostering an environment that nurtures creativity, self-expression, and academic growth.

Personal Experience:

My early days as a teacher were marked by the challenge of engaging students in the writing process. Through trial and error, I discovered the significance of creating a supportive learning environment. The firsthand experience highlighted the need for an approach that instills confidence and encourages students to view writing as a tool for personal and academic development.

Psychological Perspective:

Educational psychology emphasizes the role of motivation, self-efficacy, and socio-emotional factors in the learning process. According to Bandura (1986), self-efficacy plays a crucial role in academic achievement. Therefore, my philosophy incorporates strategies to inspire intrinsic motivation by connecting writing assignments to real-world contexts and personal experiences.

The Writing Process:

Aligning with cognitive development theories, my philosophy views writing as a process rather than a product. This approach, inspired by Hayes and Flower's (1980) writing process model, guides students through prewriting, drafting, revising, editing, and publishing stages. Embracing a growth mindset, this approach encourages students to view challenges positively and utilize feedback for improvement.

Individualized Instruction:

Recognizing the diverse needs of learners, my philosophy promotes individualized instruction through differentiated strategies (Tomlinson, 2001). By acknowledging various learning styles, I aim to create an inclusive writing environment where each student can thrive. This approach aligns with Vygotsky's (1978) sociocultural theory, emphasizing the importance of adapting instruction to individual needs.

In crafting my personal philosophy on teaching writing, my journey as an untrained teacher converges with psychological perspectives, creating a holistic approach. By blending hands-on experience with insights from educational psychology, I aspire to cultivate a writing classroom that imparts essential skills and fosters a lifelong love for self-expression and communication through the written word.

References:

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–30). Lawrence Erlbaum Associates.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.