A Freirean Approach
In the early 1970's, Brazilian educator Paulo Freire introduced a philosophy that fervently rejected "the banking concept of education," a method of education where the empty, vaulted minds of passive learners are systematically filled with deposits of pre-selected, pre-approved knowledge. Instead, Freire advocated a more mutual, more recursive educational system, specifically one that (among other things) encouraged dialogue and empowerment. Like Freire, I also see dialogue and empowerment as crucial to education. And, as a teacher of writing, I attempt to create a mutual, respectful dialogue with my students as well as a learning environment that empowers them to demand--and take responsibility for--their own education.

Establishing a Dialogue
One way I establish an ongoing dialogue with my students is through the use of technology. In my opinion, the use of electronic modes of communication (specifically email and listserves) promotes a more informal, more mutual dialogue with my students, making me more accessible to them by affording me opportunities to engage in dialogues that extend beyond the realm of the classroom. Furthermore, by encouraging students to communicate with me (and each other) through the use of various on-line mediums (ie. Internet, e-mail, chat rooms, listserves, peer editing software, etc.), I am asking them to establish a larger, more global dialogue, which in turn prepares them for the types of conversations they will engage in after graduation.

Like most compositionists (specifically Elbow and Macrorie) I also feel that collaborative work is extremely beneficial, mainly because it creates a dialogue among peers. This is crucial because such dialogues provide students with the knowledge they need in order to be successful as writers. Specifically, collaborative work allows students to think more extensively about writing, namely because it allows them to evaluate, assess, and interpret not only their own writing, but the writing of their peers. Therefore, writers think about writing in a more expanded and interactive manner that makes them more knowledgeable as writers.

Another way I attempt to establish a mutual, respectful dialogue with my students is through individual writing tutorials. My rationale for this is simple: mutual, respectful dialogue provides true communication, and true communication, in turn, enables learning. Because I feel that communication and learning occur most frequently during these types of meetings, I make such conferences a major aspect of pedgogy.

During the semester, I frequently meet with each of my students (in class or in my office) to discuss his or her particular writing concerns. At this time, I evaluate their work, and students are given the opportunity to ask questions regarding their writing, regarding my evaluation, or regarding the assignment. This time is crucial because such questions enable me to determine how the writer is thinking as he or she writes and if that method of thinking is working for the student.

Portfolio assessment is yet another way I maintain a dialogue with my students. I use portfolio assessment in my classroom because I feel that by suspending the evaluation process, I can establish a more genuine dialogue with students. That is, because the student is forced to focus on the writing rather than on his or her grade, the conversation regarding the writing becomes more genuinely concerned with just that--the writing.

Empowering Students
Aside from maintaining a more genuine dialogue with students, portfolio assessment also empowers students because it forces them to become active participants in the assessment of their own writing, enabling them to evaluate and assess their own work, which in turn enables them to become more effective writers. I strongly believe that the most effective teachers are those who empower their students to take an active role in their own learning. As a teacher of writing, I try to guide my students in a way that allows them to solve their own problems, to find their own answers, and to question the opinions of others.

For years, teachers have assumed responsibility for the students' learning, and for years students have (perhaps as a result) relied on teachers to take responsibility for that learning. This is terribly problematic, at least in my opinion, because without a distinct sense of ownership for their own learning, students often have little or no motivation to better themselves academically or personally. To avoid this, I try my best to design courses that encourage students to become independent learners. In short, I make it my objective to create a classroom that is learner-centered, not teacher-centered, and portfolio assessment enables me to accomplish that objective.

Another effective means of empowering students is to develop courses that allow students to explore topics that relate to their individual lives. To accomplish this, I develop assignments that relate directly to each student's chosen profession or field of study. In my opinion, this is critical because it makes writing pertinent to their lives, and in turn makes the act of writing less arbitrary.