Linda Jennifer

I am a seasoned University Lecturer based in Canada, enriching minds within the General Education department. My teaching portfolio spans over 15 years and includes positions across various educational tiers—from college-level instruction in the Humanities department of a CEGEP in Montreal, where I taught grade 12 and first-year university students, to shaping young minds in New York City high schools through English and History lessons. My educational philosophy centers on curating syllabi that resonate with themes of profound human interest, such as justice, knowledge, evil, compassion, and courage. In Montreal, I pioneered courses that incorporated texts spanning a spectrum of complexity, adopting an approach akin to reading complexity circles. This method proved to be highly effective, fostering a more profound, nuanced learning experience for students. My classrooms are characterized by the diversity of their reading materials, blending "accessible" texts with seminal works from the Western canon and always focusing on critical thinking. This practice played a pivotal role in my recruitment at my current university. My commitment to education extends beyond my lecture halls. I have dedicated over fifteen years to tutoring SAT aspirants in Critical Thinking and Writing, further honing my skills in guiding students toward excellence in comprehension and expression. This role has reinforced my commitment to education at all levels.

The Socratic method profoundly influences my teaching style, encouraging a collaborative dialogue between teacher and students to stimulate critical thinking and illuminate ideas. This approach underpins my classroom ethos, where I meticulously balance traditional core texts with more accessible materials. Such a strategy ensures that students are gently yet effectively introduced to literature, critical thought, and philosophy. By juxtaposing "user-friendly" texts with the foundational works of the Western canon, I create an inviting and intellectually rigorous learning environment. To enhance critical thinking skills, I incorporate a variety of essay alternatives and assignments that require students to analyze, question, and reflect. For example, visual essays, interpretive annotation, and peer-led debates form a core part of my curriculum. These methods encourage students to engage with material in a way that emphasizes depth of understanding over rote memorization. This pedagogical approach democratizes the learning process and caters to diverse learning styles, ensuring that each student can find an entry point into complex discussions. It promotes an educational experience where critical thinking is not just a skill to be developed but a habit to be cultivated, preparing students for thoughtful engagement with the world around them. In sum, my teaching philosophy champions the idea that education should be a transformative experience that equips students with the tools to think critically, argue effectively, and appreciate literature and philosophy's nuanced perspectives. Through a careful selection of texts and a variety of engaging teaching methods, I strive to inspire a lifelong passion for learning in all my students.

I have a BA (Hons) and an MA from the University of Toronto.