Teaching Philosophy

"Tell me and I forget. Teach me and I remember. 

Involve me and I learn."

 

Purpose of Education  

The purpose of education is to ensure that children grow into thoughtful, caring and compassionate citizens of the world. They develop an understanding of who they are culturally, academically and socially within the local and global community and how they want to contribute to those communities. They become culturally aware citizens who have the ability to empathize with and understand others, allowing them to advocate for themselves and become allies for those who cannot advocate for themselves. The connections that students make throughout their years in school and the learning experiences that they have enable them to become informed, empowered and responsible adults. 

My Role as an Educator

As an educator, I truly appreciate each and every one of my students for their unique qualities, recognizing the moments in which they thrive and supporting them in moments of need. I seek to honor them for who they are and give them the space they need to grow as autonomous beings. I am not just a teacher. I am a mentor, friend and ally. I am a guide who provides meaningful learning experiences and gives students the tools they need to become lifelong learners who have the resilience, confidence and drive to overcome challenges as they grow into adults.

I believe that every student has a right to learn in a positive, safe, and supportive environment in which many cultures and belief systems are celebrated and where different learning styles are recognized and appreciated. The academic success of students is dependent on their feeling of support, respect and understanding within their classroom and the greater school community. The more connected a student feels to her teachers and peers the more likely she is to be fully engaged and involved in her own learning. For this reason, I strive to develop strong relationships with my students and their families. I also use a variety of methods to create an inclusive classroom community.

Throughout the school year I work to create a strong classroom community in which expectations are known, subject-matter is academically challenging, content is student driven, cultural awareness is imbedded and social-emotional learning and differentiation are at the forefront. I believe that students must feel a sense of autonomy in order to be a fully engaged member of the classroom community, so the first few weeks are some of the most important of the school year. During this time the students and I work together to develop a classroom agreement and determine the type of atmosphere we would like our classroom to have. We develop classroom rules, procedures and set expectations. We also discuss how we can create the best learning environment for everyone, ensuring that we include ways to be respectful and considerate of each other and the classroom space.
  

I believe that students learn best in a classroom where they feel appreciated, recognized and supported every day. For this reason, I use the Responsive Classroom program, which enables students to develop a strong sense of belonging in the classroom through daily morning meetings and weekly class meetings. We begin each day by recognizing each other’s presence through greetings, team building activities and games. Class meetings are a forum in which students learn important social-emotional skills such as empathy, kindness and respect. These meetings are student centered and focus on needs and issues that are coming up in the classroom, such as friendship, bullying, self-awareness, culture and diversity. 

My experience working with children in many different settings has heightened my awareness of the need for culturally responsive, multicultural education. I am deeply committed to creating an inclusive environment in which multicultural education is the norm, not the exception. Through culturally responsive curriculum, class meetings, cross-cultural activities and family involvement I provide my students with a space to develop awareness, understanding and acceptance of their own culture as well as their peers. I believe that when we have an understanding of who we are, we are able to become allies for those people who cannot always advocate for themselves.

I often teach lessons about inclusivity from Teaching Tolerance, encourage students to discuss their own backgrounds with each other and invite families to come into the classroom and share important aspects of their culture with us.  These thoughtfully planned lessons, activities and presentations give students the tools they need to become aware of their own social, emotional and academic needs, as well as the needs of their classmates. When students feel comfortable in the classroom and accepted by their peers they are more likely to enjoy school and willingly participate in their own learning.
 

As a teacher it is important that I know my students on many levels. I must understand and appreciate who they are, their strengths and weaknesses and what they need to be successful. This understanding gives me the opportunity to meet the individual needs of my students. I use formal and informal assessments, self-evaluations and observations to determine student ability levels and learning styles. I put great emphasis on teaching my students about different learning styles and make sure to differentiate my instruction so that each student gets what he needs to be successful. When planning units, lessons and activities I frequently refer to Howard Gardner’s Multiple Intelligences Theory to provide multiple ways for students to demonstrate their content knowledge. I ensure that students are engaged in their own learning by planning curriculum that is student driven, research-based, interactive and hands-on. 

My classroom is a space where students can imagine, create, think, discuss, analyze and explore. It is a forum in which questions can be asked, ideas can be cultivated and theories can be proven. I engage students by challenging them academically and allowing them to demonstrate their learning in ways that best suit their individual learning needs and unique personalities. I believe that cooperative and project-based learning naturally differentiate and allow for some of the most powerful learning experiences. These experiences challenge and encourage students to grow as learners. Through collaboration with peers, students develop the ability to use higher order thinking skills, regardless of ability level or learning style. 
 

I believe that teachers have the power to positively affect the lives of all students. They provide them with the skills they need to grow into thoughtful, informed, and enthusiastic citizens of the world. My hope is to inspire and motivate my students, so that they feel encouraged and empowered to take risks, stand up for what they believe in and, most importantly, enjoy life.