Teaching Philosophy Statement

I believe the fundamental goal of teaching is to foster and facilitate learning. Education takes place in many assorted circumstances and contexts. Every student is capable of learning, but a student's desire to learn as well as their individual learning styles are essential to how they master new concepts and skills. It is vital for educators to utilize an array of teaching methods and accommodate a variety of learning styles to create an atmosphere that is conducive to student learning. My interest in the subject, as well as my passion and enthusiasm for teaching and learning, help my students have not only an increased willingness to learn, but also a desire to put forth the effort needed to ignite the spark that will kindle the flame

Students who are excited and actively engaged will learn much more than those who are not. Learning is not a spectator sport and participation is an expectation, not an option, in my classroom. I willingly give my best to my students each day, and in turn, they must agree to be actively engaged and take responsibility for their own learning. Due to the wide variety of skills and diversity found in an elementary classroom, I have had many years of opportunities to learn from and apply various learning theories. In order to teach with clarity and focus, my instruction model was built using the research-based learning cycle (cognitive, inquiry based, and behavioral models) to plan and implement lessons that identify the objective, anticipatory set, strategies for effective engagement, and assessment options to measure mastery. This cycle provided me with a framework to include a variety of effective strategies. Some of these strategies included jigsaw activities, think-pair-share, role-play, research and report projects, and simulated activities. Making real world connections make learning more meaningful for students. After extensive study on slavery and the Underground Railroad, our students participated in a simulated Underground Railroad throughout the school. Students became slaves and conductors, while searching for a safe house and trying to avoid slave catchers and traps en route to their

Building positive relationships within a classroom has a major impact on a student's academic and behavioral success. When a student believes that their teacher values and respects them, they are more likely to reciprocate the behavior. This level of mutual respect leads to improved classroom behavior and participation. Healthy teacher-student relationships encourage inclusion, participation, and make students feel safe. In order to maximize learning, a teacher needs to deepen their knowledge about each of their students, attempt to understand them, and develop connections with them. From the first day of school, teachers need to use time to build community, get to know each student, and provide activities for students to get to know each other. Activities that allow a student to share information about themselves, their family, and their interests (as they are comfortable doing so), give each student a voice and help develop confidence, comfort, and a sense of belonging. Teaching academics and managing behavior will not be as effective in a classroom that is lacking a strong sense of