Philosophy of Education
I consider myself a life-long learner and my enthusiasm for learning creates a supportive environment where students can feel safe to ask questions and explore their own passions.
I believe that students learn best when they are in their zone of proximal development, and when education is authentic and experiential. Assessment is criterion-based and performed on an ongoing basis so that the needs of all students are met. Differentiation is in the form of open questions and parallel tasks, in order to ensure that every student has an active, empowering role in their own education.
In my classroom, students experience a mix of small group and whole class activities, working together to create collaborative Essential Agreements. Student work is always on display and anchor charts serve to remind students where they’ve been so that they can figure out where they’re going. When lessons are backwards-planned and based on the common goals of the student,
school, and learning community, my students will feel a sense of pride and enthusiasm for the world around them.
While all of these classroom-based learning strategies are essential, my ultimate goal is for my students to take their learning with them when they leave the classroom. In doing so they are more likely to lead lives of compassion, and make connections with their own lives and with the people in their communities.
I believe that students learn best when they are in their zone of proximal development, and when education is authentic and experiential. Assessment is criterion-based and performed on an ongoing basis so that the needs of all students are met. Differentiation is in the form of open questions and parallel tasks, in order to ensure that every student has an active, empowering role in their own education.
In my classroom, students experience a mix of small group and whole class activities, working together to create collaborative Essential Agreements. Student work is always on display and anchor charts serve to remind students where they’ve been so that they can figure out where they’re going. When lessons are backwards-planned and based on the common goals of the student,
school, and learning community, my students will feel a sense of pride and enthusiasm for the world around them.
While all of these classroom-based learning strategies are essential, my ultimate goal is for my students to take their learning with them when they leave the classroom. In doing so they are more likely to lead lives of compassion, and make connections with their own lives and with the people in their communities.