Teaching Philosophy Statement
Education is deeply rooted in equity, high expectations, and culturally responsive teaching. As a classroom teacher, I prioritized equal access to education through scaffolding and differentiated instruction, creating a safe environment, and using diverse materials to meet students' academic and emotional needs.
Building strong relationships within a positive classroom community is essential for effective learning. I foster this through Morning Meetings and restorative circles, promoting trust and compassion. This foundation is equally important for preservice teachers, who must cultivate relationships in their future classrooms.
In higher education, my core beliefs remain unchanged. I aim to engage students in civic discourse, encouraging them to explore their identities as learners and future educators. Self-discovery is vital for understanding their roles in society.
Recognizing that each student is a unique learner, I adapt my teaching to their preferences, fostering an environment where their voices are valued. I aim to develop conscious learners who take ownership of their education, equipping them with lifelong learning skills.
My pedagogy aligns with Constructivist principles and culturally responsive teaching. Critical thinking, collaboration, and communication are essential 21st-century skills. Effective instruction and assessments are intentionally designed to reflect these competencies, emphasizing collaborative learning.
Ultimately, schools must prepare students for life beyond education. I strive to equip my students with the confidence and skills needed to navigate future challenges, ensuring they are well-prepared as educators.