Educational Philosophy
Educating the whole child . . .
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I set clear expectations for my students that allow them to push themselves to their best ability. Building confidence through affirmation and individual relationships. I want each of my students to feel not just heard, but understood. I value fluid communication, respect and creativity in the classroom. I believe in educating the whole child — not just academically but through their emotional, social well-being to become self-confident individuals who value themselves and the community around them.
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I strive to help students find their voice, to become critical thinkers who can annunciate their ideas and opinions with confidence. Transforming students into confident level-headed youth who strive for competency and excellence.
Differentiation:
I will offer differentiation in my lessons through changes in content, process, products and the environment. Ensuring all students feel comfortable and able to raise any concerns they have with me, working together to create the best learning environment for their unique needs.
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Assessment:
In a successful learning situation, people are engaged in hands on activities. They learn through doing, and making mistakes. In all my lessons, I give ample feedback throughout the process of learning so that students can develop an understanding of their own learning levels and habits. I constantly assess and re-assess for learning, gathering evidence of where my class is at so I can plan where to go next. I see assessment of learning as a celebration, a chance to share the knowledge we have attained with the greater populace and acknowledge how far we have come. Through a balance of summative and formative assessment, I maintain a healthy appreciation of self-growth in my classes.
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Classroom Management:
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I use restorative practices in my classroom. I believe developing routines, setting high expectations, and giving plenty of positive reinforcement to students is the key to successful classroom management. Students give respect to those who truly acknowledge them and show interest in their well being. Generosity begins with meaningful relationships. People are more kind to those they feel they have an emotional connection with. Modelling relationships wherein we communicate our understanding — or attempt to understand one another — will help students develop respectful tendencies since they feel a part of an accepting society. Among more diverse groups with less commonalities, recognition of instinctive or shared human habits can help students foster a sense of belonging to a community of likeminded beings. Acknowledging individuals as bodies with unique needs and valid fears will create a safe atmosphere in which students are self-aware and conscientious of each other. When we feel connected in an accepting atmosphere, we treat one another with the respect we feel we have been given. Once this foundation is built, students will naturally offer help to those they care for and be more open to overt and selfless acts of generosity.