KRISTINA T. YEGORYAN
Professor of English Composition,
English Department, LAVC
Workshop Leader,
ARC/ The Writing Center
Los Angeles Valley College
EDUCATIONAL BACKGROUND
MA -Rhetoric and English Composition Theory
California State University Northridge
BAF- Fashion Design
The Art Institute of CA-Hollywood
BS – Business Administration/Management
California State University Northridge
AA – Economics
Los Angeles Valley College
AA- Linguistics with Concentration on English Grammar
State Linguistic University, Armenia
TESL (Teaching ESL) Certified
California State University Northridge
FTLA (Faculty Teaching and Learning Academy) Certified by LACCD
TIA (Teaching Innovative Academy) Certified by LACCD
"I completed my graduate education in the Rhetoric and Composition Theory program at California State University, Northridge. My passion in languages and in teaching composition eventually directed my educational pursuit toward choosing Rhetoric and Composition program as my major for my MA degree.
Having different educational backgrounds: Linguistic, Economy, Teaching ESL, Business Management, and English Composition, my interests are predominately angled towards exploring conceptions of the English language, rhetorical traditions, and various approaches of literary criticism and composition pedagogy. "
MY TEACHING PHILOSOPHY
"Teaching is encouraging to Love Education, Aspire for achievement, Respect peers, and develop New vision." ~K. Yegoryan
My teaching philosophy is based on the belief that education is meaningful if it is not imposed but rather is relevant to the students’ interests and that learning needs to be student centered. My role as a teacher involves using my keen understanding of the student population, the areas of their learning needs as well as my knowledge and expertise to promote positive learning and provide strategies that will enable students develop effective performance of writing and ability to use critical thinking while responding to academic and real-world discourses.
I am a proponent of active learning, and I use a variety of methods to encourage discussion and interaction. Teaching writing not only requires advocating proficiency in composition and helping students develop academic literacy and writing skills, but most importantly, it entails the ability to understand the concepts of reading/writing connection, different genre conventions, and role of rhetorical/critical reading. My objective thus is to help students learn how to respond differently yet adequately to various situations and academic writing requirements but also to comprise critical thinking, innovation, and creativity in their discourses for scholastic disciplines and outside of school implications.
I strongly believe that integrating dynamic teaching styles, engaging activities, different kinds of reading and writing assignments, interesting and real life themes, as well as considering the cultural diversities of the students will make the classroom a comfortable place with opportunities of communicative interactions and will motivate students to bring in their own contributions into the studies. I also employ alternative types and options of assessment as well as individual and group projects that allow me fairly evaluate/assess students’ learning regardless of their individual learning styles and skills.
I consider that teaching strategies, which enhance desire towards studying, make the learning process valuable, interesting, and memorable. Thus, if students put a little of themselves into what they learn, they will then learn with pleasure since personal practice and involvement foster motivation. Therefore, I always revamp and redesign my syllabi for every course each semester after I discuss with my students about their interests, passions, strengths and weaknesses in the subject, and their expectations from the course. Hence, I design my syllabi and reconsider the class objectives together with my students so that they have their contribution in the course curriculum and expected student learning outcome.
In summary, I strive to ensure that every student can find at least one way to relate to the material presented and can understand how his/her academic experience and knowledge can be used in real-world applications. I am committed to provide a learning environment that empowers students in academic achievements, and I treat my students with the utmost respect and consider their interests, needs, and expectations. I share my passion for teaching and my experiences with learning to create connections with my students and thus evoke excitement and encouragement for furthering their intellectual pursuits.
Professor of English Composition,
English Department, LAVC
Workshop Leader,
ARC/ The Writing Center
Los Angeles Valley College
EDUCATIONAL BACKGROUND
MA -Rhetoric and English Composition Theory
California State University Northridge
BAF- Fashion Design
The Art Institute of CA-Hollywood
BS – Business Administration/Management
California State University Northridge
AA – Economics
Los Angeles Valley College
AA- Linguistics with Concentration on English Grammar
State Linguistic University, Armenia
TESL (Teaching ESL) Certified
California State University Northridge
FTLA (Faculty Teaching and Learning Academy) Certified by LACCD
TIA (Teaching Innovative Academy) Certified by LACCD
"I completed my graduate education in the Rhetoric and Composition Theory program at California State University, Northridge. My passion in languages and in teaching composition eventually directed my educational pursuit toward choosing Rhetoric and Composition program as my major for my MA degree.
Having different educational backgrounds: Linguistic, Economy, Teaching ESL, Business Management, and English Composition, my interests are predominately angled towards exploring conceptions of the English language, rhetorical traditions, and various approaches of literary criticism and composition pedagogy. "
MY TEACHING PHILOSOPHY
"Teaching is encouraging to Love Education, Aspire for achievement, Respect peers, and develop New vision." ~K. Yegoryan
My teaching philosophy is based on the belief that education is meaningful if it is not imposed but rather is relevant to the students’ interests and that learning needs to be student centered. My role as a teacher involves using my keen understanding of the student population, the areas of their learning needs as well as my knowledge and expertise to promote positive learning and provide strategies that will enable students develop effective performance of writing and ability to use critical thinking while responding to academic and real-world discourses.
I am a proponent of active learning, and I use a variety of methods to encourage discussion and interaction. Teaching writing not only requires advocating proficiency in composition and helping students develop academic literacy and writing skills, but most importantly, it entails the ability to understand the concepts of reading/writing connection, different genre conventions, and role of rhetorical/critical reading. My objective thus is to help students learn how to respond differently yet adequately to various situations and academic writing requirements but also to comprise critical thinking, innovation, and creativity in their discourses for scholastic disciplines and outside of school implications.
I strongly believe that integrating dynamic teaching styles, engaging activities, different kinds of reading and writing assignments, interesting and real life themes, as well as considering the cultural diversities of the students will make the classroom a comfortable place with opportunities of communicative interactions and will motivate students to bring in their own contributions into the studies. I also employ alternative types and options of assessment as well as individual and group projects that allow me fairly evaluate/assess students’ learning regardless of their individual learning styles and skills.
I consider that teaching strategies, which enhance desire towards studying, make the learning process valuable, interesting, and memorable. Thus, if students put a little of themselves into what they learn, they will then learn with pleasure since personal practice and involvement foster motivation. Therefore, I always revamp and redesign my syllabi for every course each semester after I discuss with my students about their interests, passions, strengths and weaknesses in the subject, and their expectations from the course. Hence, I design my syllabi and reconsider the class objectives together with my students so that they have their contribution in the course curriculum and expected student learning outcome.
In summary, I strive to ensure that every student can find at least one way to relate to the material presented and can understand how his/her academic experience and knowledge can be used in real-world applications. I am committed to provide a learning environment that empowers students in academic achievements, and I treat my students with the utmost respect and consider their interests, needs, and expectations. I share my passion for teaching and my experiences with learning to create connections with my students and thus evoke excitement and encouragement for furthering their intellectual pursuits.