Edgar (Eddie) Mahaffey
Creative Writing & Literature Teacher
Teach-Now program, Moreland University (in progress)
美国莫兰大学Teach-now教师培训项目（进行中）
M.A. Anthropology, Columbia International University
哥伦比亚国际大学
M.A. Theology, Columbia International University
哥伦比亚国际大学
About me:
I've been at Shanghai High School International Division （上海中学国际部） for a year and a half. In that time, I've been able to teach some of the brightest students this part of the world has to offer. I've read some of the most incredible work from the up-and-coming writers of fiction, poetry, and song and I can't wait to see how these young writers will continue to grow and develop.
Before that, I was the Director of Studies for the English program at Tianjin University of Science and Technology (天津科技大学）for four years. It was an incredible experience and I made several lifelong connections among both the staff and students.
Other than that I've taught at one other university, Hubei University of Automotive Technology (湖北汽车公寓学院). This university taught me a lot and I transitioned to university-level students at this time.
Learning through Teach-Now:
infographic on dyslexia:
Groupwork on teaching diverse students:
CASE STUDY
Tenth-grade Native English, bilingual speaker.
Written English is below tenth grade as demonstrated by spelling errors, syntax mistakes, and subpar language usage. To remedy this, I plan to meet with him during two different lunch breaks. During these meetings I’ll read a grade-appropriate section from a book and measure his reading comprehension. If his reading comprehension is acceptable, the next step will be to assign a book for homework along with an assignment to summarize what he’s read.
Questions to ask in regard to differentiation
1. What is it that I want my students to know or be able to do at the end of the lesson or unit?
Knowing and communicating goals and standards is key not only for the instructor, but the student as well.
2.Where are my students now?
Knowing the current level of each student is a major piece in determining if they need special attention.
3.What resources do I have available?
Knowing the students is key, but their backgrounds can be hard to detect. Knowing you have a minority student in your classroom is one thing, but knowing the financial background/sexual orientation/preferred gender can be much, much more difficult.
4.What choices can I offer the students?
Some students may need a 1-1 meeting outside of class. Some students may need a tutor. Others may simply need the freedom of having more autonomy regarding their assignments. A list of options can be critical in selecting an educational path for each student.
5.What learning styles have I not reached out to lately?
Variety is key when dealing with students of differing abilities and backgrounds. Mix things up and never be afraid to spend a little extra time with a struggling student.
Sources: