Teaching Philosophy
Relationship Building
Children must feel safe to be able to work hard, express themselves, and take the risks from which real learning is born. By collaborating with my students to establish clear expectations at the beginning of the year and holding Responsive Morning Meetings every day, I foster a community of inclusivity and support. School involves not only academic but also social learning; I consider it my duty to help students along the path to becoming kind and empathetic adults.
Structure
Part of creating a safe environment is providing structure, routine, predictability, and clear expectations. I display and explain the day’s schedule each morning and the plan and learning goals at the beginning of each lesson. I maintain as much day-to-day consistency as possible and promptly communicate unavoidable changes.
Cultural Awareness & Inclusivity
I use a variety of culturally relevant teaching materials, reflective of many backgrounds but especially including those of my students and those rarely represented. I learn as much as possible about my students’ lives and particularly about those cultures with which I am less familiar. We approach learning from global perspectives.
Differentiation & Assessment
Every child deserves an equitable education. Each has unique strengths, needs, interests, and learning styles. Getting to know students helps me understand how they learn best, which informs differentiation of learning experiences. Through continuous assessment, I provide individualized instruction and adjust plans to best fit student needs. I have experience with Response to Intervention; I was part of meetings and planning every week of my kindergarten internship because my mentor was the school’s RTI facilitator.
High Expectations
My teaching is centered on rigorous, high-quality content, materials, and expectations. In my classroom, students grapple with concepts that are challenging without being frustrating. I move around the room as students work, engaging with them to provide support, to ask probing questions, or to push them to try harder.
Engaging & Authentic Learning Experiences
Engagement happens when the content feels specifically relevant or is interesting to the student. Whenever possible, I incorporate learning experiences that are hands-on, interactive, or cross-disciplinary.
Relationship Building
Children must feel safe to be able to work hard, express themselves, and take the risks from which real learning is born. By collaborating with my students to establish clear expectations at the beginning of the year and holding Responsive Morning Meetings every day, I foster a community of inclusivity and support. School involves not only academic but also social learning; I consider it my duty to help students along the path to becoming kind and empathetic adults.
Structure
Part of creating a safe environment is providing structure, routine, predictability, and clear expectations. I display and explain the day’s schedule each morning and the plan and learning goals at the beginning of each lesson. I maintain as much day-to-day consistency as possible and promptly communicate unavoidable changes.
Cultural Awareness & Inclusivity
I use a variety of culturally relevant teaching materials, reflective of many backgrounds but especially including those of my students and those rarely represented. I learn as much as possible about my students’ lives and particularly about those cultures with which I am less familiar. We approach learning from global perspectives.
Differentiation & Assessment
Every child deserves an equitable education. Each has unique strengths, needs, interests, and learning styles. Getting to know students helps me understand how they learn best, which informs differentiation of learning experiences. Through continuous assessment, I provide individualized instruction and adjust plans to best fit student needs. I have experience with Response to Intervention; I was part of meetings and planning every week of my kindergarten internship because my mentor was the school’s RTI facilitator.
High Expectations
My teaching is centered on rigorous, high-quality content, materials, and expectations. In my classroom, students grapple with concepts that are challenging without being frustrating. I move around the room as students work, engaging with them to provide support, to ask probing questions, or to push them to try harder.
Engaging & Authentic Learning Experiences
Engagement happens when the content feels specifically relevant or is interesting to the student. Whenever possible, I incorporate learning experiences that are hands-on, interactive, or cross-disciplinary.
