Teaching Philosophy

Teaching is the way that I experience hope in its clearest form. It’s a job which requires us to show up within an imperfect system, in a messy environment full of trauma, and plan for an outcome which will surpass all of these challenges. I do not plan to integrate seamlessly into a fully successful school, because full success is not yet possible in a racist and inequitable education system. I plan to teach as we collectively dismantle and rebuild this system, based on a set of beliefs that I hold about children and the ways in which we learn to be human, together.

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In order to understand each other, students must first understand themselves, and I believe that we can teach children how to see themselves in fuller definitions. Instead of claiming “I’m good at writing”, for example, my students will be given tools to reflect on the elements of their learning which have contributed to both their success and their shortcomings. I plan to build metacognitive reflection into all activities in the classroom, allowing children to finely tune their thinking and move forward despite setbacks. Turning a critical eye on their own thought process will better allow them to become critical thinkers when they encounter unfamiliar concepts and people. I will utilize curriculum such as Cognitively Guided Instruction in Mathematics, which encourages students to explore their own created math strategies, share them with their peers, and reflect on their learning along the way.  

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I believe that literacy is a human right, one that leads to an ability to critically take in and process new ideas, and that helps children make sense of themselves and their world. During this first year in the classroom, my favorite weekend activity has become discount book shopping, to stock the class library with books that will surprise or inspire students with the unique joy of reading. Students in my classroom will see themselves reflected as the protagonist in diverse and inclusive literature. I plan to teach structured literacy, both explicitly and through project work, so that all students are provided the research-backed building blocks that they will need to progress as readers.

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I believe that students can achieve great things when they have a road map and a safety net. Students in my classroom will be reminded through continual challenge that there is no limit to their growth. In order to foster the confidence needed to achieve greatness, I plan to provide tools like graphic organizers and visual reminders as universal supports. As a data scientist, I bring my skills of analysis to the classroom. I have a passion for clear metrics, and am highly organized in the ways that I approach student development - spreadsheets and clear records of data-backed assessments will inform my instructional strategies. I plan to meet each student where they are and develop an individual learning plan for each student in my classroom, not just those children with Individualized Education Plans. Each student will have clear and specific goals which are both challenging and realistic, and these goals will be reviewed and updated regularly with both student and teacher involvement. I plan to meet with each of my students individually and in small groups to revisit and refine these goals as they are struggled with or surpassed. I plan to let students in on this process, by helping them construct their own self-assessment rubrics, where they can track and follow their progress. Although each student’s plan will look different, growth along their goals will be the common factor. Student-led conferences provide an ideal platform for students to share their personal goals and plans with their parents, creating a living contract of sorts that all three parties can work to enforce, refine, and support.

I believe in the power and importance of student voice. When students direct their questions and answers only to the teacher, they are being taught to rely on existing power structures for the “right answers” in their lives. Instead, in my classroom I will direct children to each other through turn-and-talk exercises and encouraging class dialogue. I will model this cooperative stance by collaborating with fellow teachers, staff, parents, and students. I am acutely aware, in our time of paralyzing dichotomies, that we are sending humans off to future community meetings, social media debates, and family arguments. If we expect these discussions to be fruitful, we must start with people who can listen to each other, respect nuance, and come to common ground. Students in my classroom will be invited to daily community circles, where each face can be seen and each voice will be heard, one at a time.

I believe that children cannot learn unless they feel safe. Brain science backs this up - once a child’s affective filter is activated, their ability to learn new things is halted. It is a top priority for me that children feel safe and seen in my classroom, and they can only feel seen if I actively take steps to make sure I and others see and listen to them. It is important for me to spend quality time with my students, not simply to assess their prior knowledge and their learning strengths, but to get to know them as full humans. I have noticed that my conversations about Beyblades and gymnastics allow us both to relax fully in the knowledge that we care about each other, and that I am interested not only in their academic achievement, but in all of it - their feelings, their interests, their frustrations and their fears. I will engage with my students in the playground and will take care to greet each child individually at the door, so that they know I see and care about them from the moment they step on campus. I plan to meet with each of my students regularly in individual goal-setting conferences, and will use this opportunity to help them share what they need. Additionally, I will ensure that my classroom is a safe environment for learning by engaging in positive discipline practices which are clear and consistent, and which implement logical consequences for student choices which do not support the class learning plan.

I believe in caring for myself so that I can best care for others. When I had my first child, I remember a friend offering me what she called the perfect parenting metaphor: put the oxygen mask onto your own face first, then assist your child. I plan to share my self talk and strategies so that students have a model of using words carefully but bravely, living with integrity, and working hard to achieve great things. As Camus wrote, “The only way to deal with an unfree world is to become so absolutely free that your very existence is an act of rebellion”. Students will see me come to class prepared and ready to positively greet the day’s successes and challenges.

I have a lot to yet learn from the students who walk through my classroom door, the parents who hand me their most precious resource, and the colleagues I am fortunate to work alongside. I see teaching as a privilege, to be able to spend a short amount of a child’s life getting to know them and helping them gain the tools they will need to face and embrace the challenges of an unknown future. I will bring my hope for humanity into the classroom, in each high five, lesson, staff meeting, and parent conference, co-creating the world of tomorrow.