Philosophy of Education

I am a teacher who believes the most important aspects of a student’s education are relationships, creative thinking, and engaged, cooperative learning.

As an English/Language Arts teacher, my focus is to build a curriculum that develops and strengthens students’ reading and writing skills, their connections and communication with one another, and their links to the world beyond the classroom. My education philosophy centers on positive learning environments. I believe that a classroom focused on cooperative, positive learning gives students the opportunity to interact with both their peers and teacher, challenges students to think both critically and creatively, and allows for growth both in and out of the classroom.

Philosophy of Behavior Management

I believe that through creating a curriculum that is driven, focused, and engaging, I will foster inherent behavior management in my classroom that will not only motivate my students to be self-directed learners, but also ensures that together we are accountable for their learning.

I believe that students learn best in environments where they feel safe, yet are pushed outside of their comfort zones. My goal, as a teacher, is to create lessons and units that are both challenging and interesting, capturing student attention and therefore eliminating distractions and misbehavior. Through a curriculum that is both rigorous and fun, students will learn to be self-directed and responsible. They will grow both academically and as individuals, discovering their role in their learning and their role beyond the classroom.

The Role of Assessment in Teaching and Learning

I believe that formative assessments are an essential tool to actively monitor student progress and understanding. Formative assessments allow for me to continually adapt my curriculum based on student learning. Summative assessments are also necessary, as they are my means of measuring and verifying student growth and learning.

In my experience, formative and summative assessments allow for me to play a more informed and effective role before, during, and after instruction. When I can actively assess my students’ learning during instruction, using a formative assessment, I can see their progress and areas of strength or weakness. I can then use this information to modify my teaching.

Summative assessments are what I can use to measure what my students have learned or ways they have improved after a given lesson or instruction. Summative assessments are opportunities for reflection, both personal, in ways I can improve my teaching, and student-related, as I can see areas where my students may still need more instruction.