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As books have served throughout time as a link between generations as well as
cultures, literature serves as an encompassment of all the endeavors of women and men,
giving its students a profound sense of cultural and historical identity as well as the
linguistic power to express each unique perspective.
Purchase your paper on Teaching Books
In 14 I decided to take advantage of one of the overseas program that the University
of Oregon had to offer. My Spanish teacher and mentor recommended that I visit his
hometown of Guanajuato, M xico, where he continues to spend every summer with his
family. He assured me that it was an excellent city to both absorb the culture of the
country while attending courses at the public university, which is itself older than the
United States,” he added. Arriving there I found the cliff-surrounded city of cobble-
stoned streets every bit as enchanting and full of mystique and lore as Gabriel Garcia
Márquez had described his imaginary Latin American village of Macundo. One day
while sitting in the Plaza de la Paz, I was approached by two grinning middle aged
architects who told me that they had studied English the previous year with and exchange
student from Oregon and would love a continuation. This became my introduction to
teaching. Using vacant classrooms at the University, I taught a group of six from the architecture firm hour-long classes in grammar, speaking, listening comprehension,
composition, and conversation. After a few months I began to notice not only an ease
growing in their command of the language but an ease and confidence growing in myself as a teacher.
This sense of a mutual exchange of knowledge and has led to a meaningful relationship
that we have kept to date. After teaching private lessons in Guanajuato, I became a full-
time teacher at the University for a year, and also became a lifelong teacher.
After returning to the University of Oregon to complete my undergraduate degree in
English, I volunteered as a Teacher’s Assistant at San Francisco’s Mission High School
where I helped teach English Language, Literature and Composition to students from a
wide variety of cultural backgrounds. This experience served for me as an introduction
to teaching and disciplining adolescents. While all teachers want to befriend each student
and teach through praise rather than punishment, this philosophy is polemical in public
high schools. I learned that establishing authority within the classroom came before more
rewarding connections with adolescents could be made. I also learned that parental
support is an absolute must with adolescent students and that establishing parental
support is an invaluable asset in successfully directing high school students.
After my one-term assignment at Mission High School, I became a full-time English-
as-a-Second-Language Instructor at the Berlitz Language School in San Francisco. I
went through a short training program on the “Berlitz Method” which I continue to apply
to first-time, breaking-the-ice situations with beginning English Students. Ranging from
one-on-one classes to small groups, I taught a variety of levels from beginning classes to
specialized advanced classes on Business English and Banking and Financing both on-
site and off-site at establishments such as Autodesk and the University of California at
Berkley. At Berlitz I gained a foundational knowledge of language acquisition with first-
time English speakers and about the assessment of students’ goals and abilities. Having
received only positive reviews, I was nominated “Teacher of the Year” at Berlitz in 1.
After three years with Berlitz, I accepted a position at San Francisco’s American
Academy of English where I teach a 0-40-student beginner’s course as well as a course
on TOEFL preparation, which was made up of sections on advanced grammar, reading
comprehension, listening comprehension, and essay writing. I have worked for AAE for
almost two years now, on a part-time basis, while earning my Master’s degree at San
Francisco State University. Here I have acquired experience building a curriculum and
choosing materials for the class.
While I have acquired specialized skills at each of these schools, I always keep the
Ojibwe philosophy of the mekun in mind and a constantly envisioning and revising a
growing and living philosophy on teaching based on captivating and holding the students’
attention and planting seeds of living knowledge, while cultivating the seeds to grow as a
teacher. This philosophy contains the sense of mutual embellishment that ultimately
keeps teaching fresh and alive. Having acquired different kills at each of the schools for
which I have taught, I have learned that the teacher continues to develop. Equipped with
a doctorate degree in Comparative Literature with a focus in Literature of the Americas, I
aim to combine my experience and education in the perusal of a career teaching English
and Spanish language, composition, and literature.
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