I am a former 7-12 and GED public school teacher and now teach
English in a community college.
>

> 1. How would you describe the instructional models you use in
> your classroom?
example, analysis, practice, correction
> 2. What is your rationale' for using the instructional models
> you use?
Most students are more secure with an example
They need to analyze that example to determe the internal structure
They need to practice and receive feedback BEFORE the evaluation
Errors in format or logic must be identified and remediated BEFORE
errors are locked in as method.
> 3. Describe the training you received in the use of the
> instructional models you use?
Quite frankly, I got this training not from my former English
teachers, but from coaches, art teachers, on factory assembly lines,
and in my former career as a technical writer. This system seemed
so sensible that I've tried to employ it as instructor.
> 4. HOw effective are the instructional models you currently use?
It must be working - I've just been named my college's Humanities
Instructor for the Year.
> 5. What new intstructional models would you like to use in the
> future?
I want to improve by adding more examples and by providing faster
response to practice.
> 6. Would you recommend these instructional models to student
> teachers?
Actually, I'd like to see student teachers for English work at least
1 semester outside the education field, working as a technical
writer, editor, journalist, proofreader. It's an eye-opening
experience, and forced me to truly understand the concepts of
composition and grammar. As for my instructional model - I think
student teachers should see how teachers outside English operate,
especially special education and PE. Those teachers are experts in
patience, student motivation, and getting the most effort from their
students.
> 7. Are there any instructional models with which you stronly
> disagree?
I believe too many English instructors celebrate the cult of
creativity. As a result, too many students fear composition,
because they do not see themselves as "creative". And, too
many "creative" writers aren't reined in enough to learn composition
structure. Instead, we should encourage students to write clearly.

I also strong disagree with the concept of a one-length only writing
assignment. As composition teachers, we should develop writers who
can compose briefly and at length.
>
You are welcome.

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