Teaching Philosophy
Teaching Philosophy
1915 Whitestone Drive • Rockton, IL 61072
(815) 209-6252 • Jodell.sadlerliterary@gmail.com
Teaching for me is the sharing of gifts and talents, an exchange of insights, that help a student shorten their path to success whether technology, writing, graphic novels, design, marketing, publishing. When working on writing, I bring my study on pacing into the conversation. I’ve helped thousands, if not tens of thousands, of writers improve their work. Many writers I have worked with have made their way to the bookshelf. I bring to this position my study on pacing narratives and a keen ability to improve writing in immediate and measurable ways because of it. I’ve had the privilege of working with authors I’ve represented as an agent, forges connections that have led to publishing contracts, and helped writers shorten the path to publication. Pacing is a focus because it helps students understand what they can do to help a passage or scene feel more fluid, despite its length, more emotional, because of its careful crafting, and I think a university position would allow me to share this with students who want to forge careers in writing-fields: publishing, journalism, media promotions, blogging, authorship, agenting, illustrating.
My time in the classroom is much like coaching. I ask questions: What do the students need to know as a collective whole? Then pay attention to my literary athletes: What do they need to explore more? What are they not seeing? Are they recognizing the power of the negative space of good writing? Do they have a feel for an appropriately placed pause? Do they feel the musicality of language that is rhythm, repetition, prosody? It’s all essential to garnering that publishing contract—and having the tools they need to boost their effectiveness in the marketplace, albeit at a board meeting spewing effective and gut-wrenching three-series that hone in the emotional essence of a movement that would make a difference or applying for a job, or just finding their path to editorial positions, graphic novel jobs, journalism careers. Voice, tone, mood, titles, keyword searches. It’s a schmear of good, solid advice that could be shared in the classroom.
In a room of 90+ students, I selected the book Long Way Down by National Ambassador of Children’s Literature 2020, Jason Reynolds, because it follows the plot sequence until it doesn’t. The irony of reading a story structured by descending elevator floors while rising action and tension increase toward the climax is memorable, and when the main character steps off to make a decision that will change his life: will he follow the “three rules” of his neighborhood or make new rules to guide his own life is something worthy of discussion in any group of young adult learners. The best part is that the end of the plot passes over to the reader. They complete the story and resolve is in what I’ve witnessed as an intense and debated discussion, and, this, is the intent of the author. And Jason’s brilliance shines. We also explored this in graphic novel style to explore what the addition of art does for story. A bonus discussion, but an essential one for those who tip toward a more creative approach to their writing.
In a room of 60+ technology students, looking to find their home row, improve muscle memory, and be able to write a 2- to 3-page story in one sitting at 25- or 35- wpm was an interesting challenge that came my way, but what was pretty awesome was the fact that the students, all but about five (one hand full), made it on their first try. Why? My coaching approach to teaching. We took two timed tests every day, personalized the story being typed so they were completely engaged (as they would be by their own writing), and created a “game-day Friday” weekly event. Once speed was up to par, muscle memory was achieved, the challenge was now only a matter of a quick two-minute accomplishment. Sounds simple, but it worked. Some of those kids were typing at nitro-speeds like 80+ words per minute, and the average was around 40. Like this, learning the literary devices is one thing but learning how to apply these to good writing to make it rise up and shine--that’s what it takes to make it in the field of writing. So that is the coaching. That is the ask. That is what we know students can accomplish through my approach, and they can accomplish it in immediate and measurable ways.
My study on pacing narratives is ready for publication, journal submissions, and a class to be built around it. One question I ask every single activity, lecture, and assessment: How might I be even more effective so my student will thrive?