Nathan Swartzentruber

~Teaching Philosophy: As an existentialist, pragmatic, and progressive educator, I establish environments that are inclusive, welcoming, and engaging. My classrooms are centered on the importance of humanity, that each students life is individualized for their own happiness and comfort by them, and that it is not characterized and limited to societal conventions by others. I am an advocate that all individuals are equal in their identities, regardless of race, ethnicity, country of natural origin, assigned sex(es) at birth, gender(s) or lack thereof, sexuality or lack thereof, socioeconomic and class status, ability or exceptionality(ies) (physical, mental, emotional, developmental, etc.,) religious and spiritual affiliation or lack thereof, familial roles, political affiliation or lack thereof, language and use of native language, age, and profession, as well as any additional identities. I believe that all individuals, regardless of identity, are to be granted access to free and appropriate educational services, and that accommodations are to be granted where needed to promote inclusion. Multicultural and culturally responsive teaching practices are used within my classrooms to benefit the success of all students within every classroom, and discourses are not limited by standards, rather, they are advocates of a progressive and democratic learning environment for all parties. Furthermore, students with exceptionalities are included and accommodated for, and English language learners are provided an education that meaningfully resonates with them and their families. Numerous pedagogies are implemented within my classrooms in diverse ways. Group discussions, peer reviews, group projects, and Socratic seminars contribute to the collaborative community of students, teacher, parents, and faculty (as well as anyone else involved). Students are empowered through critical thinking, which requires constantly differentiated instruction, student-centered instruction and assessments, inquiry-based learning, experiential learning, and inclusive discussions. Learning for students is expressive-individualized, responsive to their academic and social needs, creative, and personalized. Feminist principles align lessons, promoting inter-sectional instruction. As stated, multiculturalism and culturally responsive learning are both essential, as is intertextuality. The process for writing is incorporated through prewriting, drafting, peer review, revising, editing, and publishing. The use of new media acrost modalities broadens students perspectives and introduces different methods of analysis and interaction within the community. Lastly, Writing Across the Curriculum and Writing Within the Disciplines allow for learning that is interdisciplinary, reaching out to students who may not be initially interested in reading and writing.