... you will see students sharing ideas, asking questions, and engaging in the excitement of language and linguistics. 

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Teaching exhilarates me like nothing else because I can engage with students and witness their learning. At the core of any teaching moment is my desire to guide students to discover, on their own, the power of language as it relates to the human experience. I strive to achieve a classroom of critically-thinking learners, and the steps I take involve creating a comfortable classroom, where expectations are high and individual student needs are met. Below I clarify and illustrate my objectives and strategies as an educator.

 

Fulfillment for me as a teacher occurs most strongly when students expand their openness, reflexiveness, or their perception of the world. For example, while a student may take my online beginner language class strictly to meet a graduation requirement, and the course material may not endure in their minds, I know that I have structured my course in a way to introduce them to other vital knowledge: a respect for what is involved in learning a second language and the resulting benefits; an appreciation of other cultures; and the importance of being able to participate in our increasingly multilingual and superdiverse world.

 

In my face-to-face classes, I see my role not as a lecturer, but rather as a facilitator of learning. I pursue this responsibility by cultivating impenitent questioning enabled through scientifically-informed exploration. I have my students spend considerable time in groups to deepen learning and sharing knowledge. Vast topics are covered in language courses, and such active engagement by students in problem-solving is vital for deeper understanding. Additionally, I introduce external resources and related research to each lesson to incorporate a diversity of voices and ideas. Consequently, discussions of hegemony, cultural differences, and social issues often arise in my classroom, which I welcome and encourage students to critically explore in order to ascertain the complex links between language and society beyond their own.

 

In addition, I believe achieving learning outcomes requires mutual respect and successful communication. To that end, I foster a productive environment by setting high student standards, but thoroughly clarifying my expectations. My promise to my students is that information and resources are available and easily navigable no matter their learning style or background. As an analogy, when I worked as a restaurant server, my goal was always to ensure my guests had everything they needed, even things they did not realize they might need, without ever having to ask me for it. Similarly, in my teaching, I strive to guarantee that no student’s learning is inhibited by missing, poorly-located, or misstated information. Consequently, my students reciprocate by meeting the expectations set out for them. Students regularly thank me for the clarity, as well as my dedication to their individual needs and understanding of personal situations. My instructional dedication is better elucidated in the voices of my students in their official evaluations:

 

I have taken many online courses, yet this is the first one I have evaluated because I feel it is absolutely necessary and that is because of the professor. Professor Bridges is an excellent instructor and for me to earn that understanding of her from solely online interaction is profound. She is caring, generous, very very quick to respond, and she made me feel comfortable. She is also very intelligent and a wonderful speaker of French. For me, Judith showed endless respect and I never felt like I wasn't a concern for her. I could tell her purpose was to instruct students, but also to help students, and that's what I appreciated. I would recommend Judith Bridges as a professor to anyone.

 

It is important to me that students feel comfortable in coming to me with anything that is hindering their learning or performance in the course. While remaining cognizant and respectful of the limitations and institutional protections and responsibilities, I do let my students know that I understand that sometimes life happens. I want them to be comfortable in coming to me if they need an extension or that they are struggling, and I feel it is my responsibility to do what it is in my power to ensure they can still get the most out of their semester, despite inevitable setbacks. As an example:

 

I appreciate that this instructor has gone beyond her required responsibilities […] At the beginning of this semester, I had an accident & had surgery. I almost decided not to continue this class, but Judith worked with me so that I could complete this course. Thank you!

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In sum, I want students to learn how to ask questions, be creative, and find solutions and information on their own. While my students know I expect them to attend and submit their best work on time, they also know I am always available, and are comfortable asking for extra help or encouragement. I am confident that my classes are fun and productive, and they result in curious, motivated, and forward-thinking students.