I think, naturally, my mind is stuck on the article that I covered for the reflective bibliography entry that was due recently. The article was concerned with educational aims in particular, and the author, Chris W. Gallagher, centered the article around the pitfalls of assessing outcomes rather than consequences or potentiality. With this in mind, there has been a single word, lately, that I think encapsulates my central belief, or mantra if you will, in regards to the classroom, and, that word, is consequence. Consequence has several connotations, and, in this instance, I think that all of them are applicable and useful. Not only are there consequences to not being part of the writing community in the class as a whole, but, through the contract grading system, there are consequences involved in not doing the portion of work that is necessary for you to do in order to further yours and the institutions educational aims. As well, there is the connotation of other eventualities rising as a consequence of the exploration within the curriculum as it is presented within the course.

It has been a really valuable experience subbing in multiple classes throughout the quarter to see just how varied and unique all of the English 101 sections are. I want to keep this in mind as I move towards having my own full section. I think with this exposure to the varied interests and students throughout English 101, I feel more of a resolve than ever to keep the focus on consequences of study and thought rather than designed outcomes. With the framework we already have in place, I want to make it clear that the goal, first and foremost, is to keep moving forward, regardless of field, without an end in sight. If I do my job correctly, students should be able to take their own initiative and explore these interests well past the end of this particular class. If I can cement this curiosity and hunger for learning alongside some practical help in regards to the field of writing, I think that I will have done my job.

This is definitely a deviation from how I would have responded had this question been posed even within the first week of the program. While some of the mental shifts have been jarring, I am happy to be moving forward with this tendency towards potentiality and further consequence in mind. This mantra motivates my own intellectual and creative endeavors while creating a strong foundation that, hopefully, all students in English 101 can take part in regardless of majors, interests, and backgrounds. I look forward to reading more about the ways in which I, as the teacher, can facilitate these varied and interesting consequences of learning that we all encounter in our studies and research work.