Ginette Alomar-Eldredge has extensive experience in education, having created art programs for Puerto Rican students and taught Spanish in Oregon, Virginia, and Maryland. She strives to foster critical thinking and collaboration among her students through close reading, online discussions, group work, and incorporating pop culture. Her goal is to challenge students and help them think outside the box. She also values understanding how language, history, and culture intersect across societies.

1. Statement on Teaching Philosophy
Ginette Alomar-Eldredge
October 2016
To whom it may concern:
My interest in education began at an early age. I was fortunate to enter the field myself
when I became the Educational Coordinator at the Museum of History, Anthropology and
Art at the University of Puerto Rico. During my five years in charge of the educational
program, I created and permanently established an art program tailored to the academic
needs of Puerto Rico's public school students from elementary to the high school level.
The intent of my curriculum was to offer these students the opportunity to develop their
creativity in an environment that for most young adults could be intimidating due to the
culture that has been created around museums. Some of the students that participated in
these workshops lived in under-privileged areas. Creating and developing education
programs was a very new and rewarding experience for me because I was able to
implement innovative ideas to incite growth and curiosity in the students. To do so I used
our national and international art collections workshops, lectures, and film festivals. I am
proud that, to this day, many teachers use this program, which includes participation by
the finest art instructors and respected Puerto Rican artists, to complement their
classroom curriculum.
My passion and interest for teaching continued when I relocated to the United States.
Before beginning my graduate studies I taught in the Centennial School District in
Portland, Oregon, and later at two colleges: Tidewater Community College and Old
Dominion University in the Hampton Roads, Virginia area. The opportunity to work at
the Middle and High School levels was challenging at the beginning since it forced me to
adapt my curriculum based on the skill levels for each class (from AP Spanish to
introductory level). However, despite the demands of teaching at different levels it was
extremely rewarding. During this time, I was introduced to differentiated education, and
learned how to foster a safe and comfortable environment in my classroom. Learning a
second language can be challenging and overwhelming for many, especially when peers
with different skill levels surround you. I made sure that I created a safe and comfortable
classroom environment for my students, encouraging peer review and group assignments.
Also, to maximize the productivity of each class I combine lectures, content oriented
approaches, and group work. That strategy helped me to successfully transition to higher
education institutions.
Today, as a teaching assistant at the University of Maryland, I have learned and applied
new educational approaches through cooperative planning and the use of technology in
my classes. Maryland’s teaching philosophy has also exposed me to digital humanities
and other interactive techniques to improve the educational experience. Also, I have
learned to be both a teacher and a facilitator to encourage students to become more
actively involved in class. One of my main teaching goals is to challenge my students to
think outside of the box. For instance, I like to promote collaboration between peers so
they can exchange their ideas to trigger critical thinking. I also have found online chats
and discussion extremely successful in promoting collaboration and critical thinking. I
apply this approach at my introductory, grammar, and literary courses. In addition, I like

2. Statement on Teaching Philosophy
Ginette Alomar-Eldredge
October 2016
to incorporate pop culture from Hispanic countries to engage the students in analysis and
conversations that sheds light on the topic at hand from a different perspective.
When teaching literary courses, I believe in fostering critical thinking through close
reading and analysis of the texts, establishing online discussions, and assigning reaction
papers. This teaching approach has been highly successful in my classes. Thus, I am
interested in continuing to cultivate these exchanges through traditional and
unconventional forums. Additionally, I take into consideration how language, history,
and culture are intertwined, and how we can trace parallels between cultures that may
appear deeply different but at the core share many similarities. I also value the feedback I
receive from my students through their course evaluations and in-class input. Finally, I
desire to be part of an academic culture that strives to provide its student body through
new approaches about second language acquisition and through novel ways to analyze
and understand literary texts.
If selected for this position, I hope to continue to further my pedagogical education. I am
also interested in continuing to teach a variety courses that will allowed me to experiment
with other teaching techniques using digital humanities. This approach is new to me and I
would like to have the opportunity to embark on this fresh path. Finally, I would like to
continue to have the opportunity to be involved in the creation and coordination of
courses and to learn about the responsibilities and administrative intricacies of
coordinating language courses.
Respectfully submitted,
Ginette Alomar Eldredge