Statement of Teaching Philosophy
Unabridged teaching portfolio available on request.
My Beliefs
I believe that all aspects of language learning, including speaking, writing, reading, listening, and cultural knowledge, should be stressed at every level of instruction. I also prioritize growth in grammatical, lexical, pronunciation, and pragmatic competency.
Through linguistic competency and cultural awareness, my instruction develops students’ abilities to negotiate meaning and act responsively in novel situations. At the same time, foreign studies cultivate how to negotiate unfamiliar situations, like navigating formality intricacies or conventions on public spaces. These less-tangible skills are useful beyond beyond the classroom, showing students how to flourish in novel social milieus (a Viennese opera house, a corporate board room) and idiolects (Goethe’s poetry, English medical jargon) both outside and within their own culture.
My teaching thus facilitates student growth in cross-cultural agency. Students should become not only fluid, proficient speakers of German and resplendent authorities on Germanophone culture, but also highly adaptable actors who responsibly engage and empathize with the unknown and uncomfortable.
Classroom Management and Interaction
I strive to create a collegial and comfortable environment where students act responsibly, take ownership of their own learning, and gain confidence and curiosity. Alongside the established best practices of my discipline, Nudge Theory strongly informs my implementation of these goals.
By becoming empathetic with their instructor and their peers, students should feel that they have a personal stake in their own and their classmates’ learning. I hold casual one-on-one meetings with all students at least once a semester to build rapport and offer guidance. I facilitate a sense of solidarity among classmates through frequent group work, projects, and games.
Furthermore, I proactively structure my courses to nudge students toward sustainable, successful habits. For example, regular, low-stakes formative work induces disciplined routines, lessens anxiety, and scaffolds less-prepared learners. Summative assessment serves first and foremost as a medium for self-reflection and growth, providing students with the means to take charge of their own learning. Students are afforded replete opportunities for revision. I am also experimenting with Specifications Grading and Ungrading practices.
My courses foster confidence and self-exploration. Over the semester, I proactively model best practice study habits through the design of my assignments, e.g. by breaking summative assignments into more manageable chunks. To combat fears of inadequacy, my courses include confidence-building exercises, like an oral “test” where students tangibly experience their own progress. In my courses, students explore on their own through self-directed cultural enrichment work. Here, they integrate course content into their everyday life through small, everyday activities, such as switching their phone’s language to German, or teaming up with German speakers in online video games.
Student Comments
Beliefs
Appreciated the different style of course (compared to other German courses I’ve taken here). [...] Helped my speaking & writing in German considerably. (German Composition, Kalamazoo College, Winter 2018)
The readings were quite good, though they were difficult to read due to my limited German vocabulary. For that, however, the reinforcement of our contextual skills was very helpful for learning how to get a general understanding of a passage. (German Composition, Wabash College, Fall 2020)
I currently feel comfortable enough to express certain thoughts in German. But especially something like getting food or perhaps now, asking for directions. And we often examined the cultures of German-speaking nations by showing regional differences in the language or comparing things like restaurant culture. (Elementary German 1, Wabash College, Fall 2021)
Classroom Management and Interaction
Empathy and Accountability
I think that my professor was very effective in helping me learn German. He's very relatable and personable and always willing to help. (German Composition, Wabash College, Fall 2020)
Dr. VDK was an energetic, caring prof who engaged the students in the class and went above and beyond answering questions. (Elementary German 2, Kalamazoo College, Winter 2019)
He made the class interesting and his goofy personality made things very memorable. (Elementary German 2, Kalamazoo College, Winter 2019)
Partner conversations were very helpful and the Cultural Enrichment activities were fun and allowed me to hear our vocab in context of a show or film. (Elementary German 1, Wabash College, Fall 2021)
Student Ownership
Very available during office hours, patiently explains (and re-explains...) content. I hate learning languages and this was a very difficult class for me, but Jake made the ordeal as painless as possible. (German for Reading Proficiency, Western Michigan University, Summer 2018)
Instructor clearly worked hard to make class time engaging & to get our work corrected & handed back in a timely manner. (German Composition, Kalamazoo College, Winter 2018)
He is always energetic to get us to actively participate in class, […] he pushes us to improve and speak more, which helps in learning the language. (Elementary German 1, Western Michigan University, Fall 2018)
I think van der Kolk did a good job of making learning straight forward. He was friendly and helpful, and made learning appropriately challenging, [although he] [g]ets a bit overexcited and overexpressive. (Elementary German I, Kalamazoo College, Fall 2018)
Student evaluation question: Students’ ideas and contributions were encouraged. Average of responses:
- 9.26 out of 10 (Strongly Agree) (German Composition, Kalamazoo College, Winter 2018)
- 8.13 out of 10 (Agree/Strongly Agree) (German Composition, Kalamazoo College, Winter 2016)
Student Confidence and Self-Exploration
I liked playing the games at the start of class. Helped me to get excited for the class. (German Composition, Wabash College, Fall 2021)
He made the class interesting and his goofy personality made things very memorable. (Elementary German 2, Kalamazoo College, Winter 2019)
The daily journals were very effective, as it required work to be done multiple times a week, and in smaller chunks than one big assignment per week, which was very effective for teaching the language. (German Composition, Wabash College, Fall 2020)
I thought the feedback was the best I have had in a class. (Introduction to German Literature, Wabash College, Spring 2022)
I liked the further connections in the real world that you made to the reading. (German Composition, Kalamazoo College, Winter 2018)
The instructor did well to find different ways of explaining the material in order to aid the students in learning a different language in as many ways as possible. (Elementary German I, Western Michigan University, Fall 2015)
The instructor’s comments were very helpful in me being able to see areas where I can focus on improving. I also feel that the extra help videos were extremely beneficial. (Elementary German II Online, Penn State, Fall 2014)
Session and Term Organization
[The course] [w]as well put together and [had an] enthusiastic teacher. (German Composition, Kalamazoo College, Winter 2018)
Session Organization
He's also good at pacing the class so that all students are at the same level of understanding. (German Composition, Western Michigan University, Fall 2015)
Jake gives really clear instructions and explanations […] that help me understand rules and concepts. I feel like he gives us a really good basis to understand and use grammar and vocab. He’s also really upbeat and keeps the pace of the class going and interesting. (Elementary German I Intensive, Penn State, Summer 2012)
He is prepared for class and has an enthusiasm for teaching the content. (German Composition, Western Michigan University, Fall 2015)
Term Organization
[The instructor was] [g]ood at including many chances for writing and feedback on our writings. (German Composition, Western Michigan University, Fall 2015)
The instructor did well for this course. The course had a lot of material, and was fast paced. (Elementary German II Online, Penn State, Fall 2014)
The constant feed back from the professor [helped me the most in this course]. (Elementary German II Online, Penn State, Fall 2013)
Unabridged teaching portfolio available on request.