Teaching Philosophy

I believe that every student has the right and ability to learn, to be known and celebrated as an individual, and to make connections with adults who support them as they grow. To that end, my role as an educator is one of collaborator, facilitator, guide, and champion, and my beliefs are rooted in equity, open-mindedness, and a willingness to learn and explore new ideas. I will strive to guide students in their exploration, to model curiosity, to provide context, to help students shape their learning goals within a standards-based framework, and to give useful feedback so that students can take ownership of their learning.

In all subjects, units will be inquiry-based and student-driven, with students self-selecting their own areas of focus within specified parameters. A lesson might begin with students asking a question they are curious about, and then researching that question and presenting the results. Over the long term, I will look for opportunities for students to engage in project-based learning or service learning, partnering with each other and community members to solve real-world problems. Wherever possible, I hope to integrate lessons across subject areas. This could take many forms: exploring science topics in our reading and writing units, bringing math skills such as data analysis into our social studies lessons, and creating art or music-based projects are just a few examples.

My physical classroom will be a collaborative learning space where (when possible in a non-pandemic world) students sit in groups around tables, grouped intentionally by some combination of self-choice and learning style and needs. The room will have plenty of visuals to support the lessons, a “wonder wall” for recording questions and ideas, and self-selected student work to celebrate progress and success. Daily learning targets will always be displayed prominently so that students have a reminder of their goals. Further, I will incorporate technology in ways that support learning, provide useful adaptations, and deepen student understanding.

Whenever possible, I will incorporate lesser-known stories that center historically marginalized but powerful communities. Additionally, I will make plenty of diverse research resources available, and teach students how to identify credible sources and use them to find information. When appropriate, I will introduce primary sources so that students have an opportunity to “go straight to the source” and make inferences and connections to things they already know or have experienced. And I will work to support students in having respectful conversations as they grapple with difficult subjects.

Above all, I will use what I know about my students as individuals and as a group to steer lessons and units. I will use regular summative assessments and check-ins to make adjustments to my lessons based on student need; utilize universal design, differentiation, and choice to ensure all students have an opportunity to learn and to show their knowledge in a way that works for them; and maintain high expectations for all students. I look forward to learning with, and from, each and every student with whom I have the privilege to work.