Teaching Philosophies
My Teaching Philosophy
Every child deserves a classroom where they feel seen, challenged, and capable of greatness. That belief will be felt the moment a student walks through my door, as my goal is to curate a place catered to give them the opportunity to not only succeed but to thrive.
My teaching philosophy is rooted in progressivism, with a commitment to student centered instruction. Rather than being the sole authority, I see myself as a facilitator. Combining students interests, experiences, and curiosities into a foundation for meaningful learning. When curriculum connects to students personal lives, it transforms from strange concepts into a genuine exploration, leading to deeper understanding and engagement.
I firmly believe that social-emotional learning is just as important as academics. One meaningful way to put this into practice is through restorative practices; a set of approaches to discipline and interpersonal relationships intended to strengthen community, repair harm, and teach interpersonal skills. With the lasting impacts of COVID-19, student’s now more than ever, need more hands on help to teach them to navigate their feelings and the impact of their actions. It is my role as an educator to give them those such skills to interact and work within the world, not just inside of the classroom.
Cooperative learning is one of my core intended instructional formats. Working in small groups allows students to practice cooperation, develop interdependence and take an active role in their own goals. These are not just academic skills, but life skills. To keep students engaged and invested, continually drawing in their interests as the foundation for classroom lessons ensures that learning feels relevant and purposeful.
Assessment will be multifaceted. Using a blend of portfolio based assessment and performance based tasks, I can evaluate growth across different areas of learning. Each method offers a different lens through which to understand a students progress, not only what they know but how they think and do. I am also mindful of the limitations of high-stakes testing. An over-reliance on standardized tests can do more harm than good, creating unnecessary student anxiety. My assessment approach is intended to be informative and supportive, empowering students in their knowledge and skills.
Ultimately, it is my desire to empower every student in their learning and to equip them with skills that will benefit them outside of my classroom. I want to create a comfortable space to foster genuine engagement and the kind of critical thinking and innner confidence that stays with them long after they leave my classroom. Education is not just about content and standards, it is about the person a student becomes through the process of learning.
