Department of History and Philosophy

1 January 2019
To Whom It May Concern:

Vincent Zahm is experienced and capable as a teaching assistant for educational projects that
involve high levels of student engagement. I had him as a student in one of my courses, and then I
recruited him to be my student coach for a later version of this course in the fall of 2018. I use a highly
active pedagogy called “Reacting.” Reacting involves students who are assigned positions corresponding
to topics within the course and figuring out ways to accomplish objectives for themselves and their
supporters. Instead of the teacher controlling the classroom, the students largely conduct learning
activities of the class, often involving strategies and gaming. While this approach can be quite
exhilarating for participants, it requires that teachers be good coaches and referees. Teachers do not
interfere with the students’ research and discoveries unless it is in the form of guidance and advice. The
learning environment for such a pedagogy requires the teacher to exercise restraint and help the students
to “own” the learning process. Teaching is thus de-centered and involves team-building and individual
encouragement.

All this background on pedagogy is to say that Vincent showed great skills in such a classroom.
He was quick to follow the issues that arose in the heat of the games, and he connected well to the student
participants so that they could formulate strategies and responses as teams. I first noticed his poise and
“scrambling” abilities when he was my student, and he showed it again when he was my student coach.
He demonstrated time and again wise interventions only when needed—exactly what Reacting pedagogy
requires. Moreover, students looked up to him as if to their mentor, and he coached students through their
inhibitions to new levels of engagement.

Where boundaries were needed, Vincent served as exemplar by his punctual attendance and
regular participation. He took very seriously his duty as student coach. Thus, students understood that
Reacting requires responsibility and commitment. Vincent also served as my consultant for roles that
needed to be filled by particular students in the educational games. He was sensitive to students who were
less inclined for this kind of learning, and he encouraged the shy of heart to let go and give it a try. All
this Vincent did for the sheer love of learning and helping others learn—he received no remuneration for
his labors.

I cannot stress enough that he was an invaluable resource for me in the classroom. Teachers have
their hands full, trying to motivate 30-35 students to read their texts and to engage with lively topics
based on course materials. Vincent not only volunteered to help me with this priority, but he signed on
whole-heartedly with the Reacting project. After seeing him in action for two intense semesters of
courses, I highly endorse his aims in life and hope that his future takes him into teaching and, more
broadly, into active participation as a citizen and leader in the civic community.

Sincerely,

Mark F. Whitters
Senior Lecturer