Teaching Philosophy
Goals and Classroom Implementation
Curriculum
Develop and implement lessons focused on standards, 21st century skills, and student engagement.
- Lessons developed on Common Core Standards that enable students to obtain global awareness and social responsibility
- Promote critical thinking, collaboration, problem solving, creativity, and digital literacy
- Explore different classroom techniques such as: blended in-person and online learning, project-based learning, and personalized lessons
Assessment
I believe in using varied assessment methods to measure student knowledge and to enhance student learning. The purpose of assessment is to measure student learning and provide meaningful feedback in order to enhance student knowledge.
- Pre-Assessment: in order to evaluate what students already know about a topic.
- Summative Assessment: to determine improvement of skills and mastery of classroom content.
- Formative Assessment: assess understanding of materials for each student and adjust lesson plans as needed.
Culturally Responsive Classroom
Teaching in rural Colorado I work with a large Latinx population. Many of these students are from Nayarit, Mexico and are of indigenous Cora descent. I learned quickly that in order to reach each of my students, I needed to learn about their personal backgrounds and give opportunities for each student to share their own personal stories.
- Work with ELL students and staff to work on language skills while delivering social studies content
- Create lessons that include personal narrative opportunities to understand student's personal histories
- Modify and differentiate assignments for an individualized learning experience
Collaboration and Communication
- Regularly collaborate with colleagues in SPED, ELL, Social Studies, and English in order to work on student's mastery of skills
- Collaborate with colleagues to get ideas for creative and engaging lessons
- Communicate with guardians of students about behavioral and academic needs
- Promote open communication with families of students about class content
- Regularly meet with administration about classroom activities and goals
Classroom Management
- I believe in a conscious discipline model
- All interactions and behaviors begin with me as the adult in the room
- My classroom environment is one that promotes respect, voice, choice, trust, and safety
- Students are held accountable for their actions
- Behavior concerns are teacher managed with the help of families, counselors, and administration
- Classroom expectations and behaviors are consistent and clear
- I have high expectations for students so they are appropriately challenged in order to remain engaged to learn
Professional Development
I aspire to always learn and grow as an educator and lifelong learner. As a result, I take a few graduate-level professional development courses each year.
Assessment with Bambi Betts (Quito, Ecuador)
Assessment with Bambi Betts (Quito, Ecuador)
- Assessment training. Fall 2023. In person.
- Intentional assessment to measure student learning
- Provide meaningful feedback in a timely manner
- Behavior management training. Fall 2023. In person.
- Discipline begins with teachers and our emotional state
- Behavior management as a way to highlight skills, not punish
- Trauma Sensitive Teaching. Summer 2021. 2 graduate credits. In person.
- Call of the Wild. Experiential Learning. Summer 2021. 2 graduate credits. In person.
- Retreat, Reflect, Renew. Summer 2021. 2 graduate credits. Online.
- Intro to Blended Learning. Summer 2020. 1 graduate credit. Online.
- Culturally Responsive Education/ Personalized Learning. Spring 2021. 2 graduate credits. Online.
- EDUX 9955. Navigating 2021-22 School Year. Summer 2021. 2 graduate credits. Online.
Philosophy of Education Statement
My ultimate goal in the classroom is to empower students with 21st century skills so they can take ownership of their learning and tap into their innate curiosity. Each student in the classroom has the ability, and the right, to learn. Students take ownership of their learning and it allows the curriculum to work for their unique backgrounds, abilities, and needs. The 21st century skills I focus on are: critical thinking, problem solving, collaboration, creativity, technology and digital literacy, global awareness, and social responsibility. It is through these skills that students are taught content in social studies.
Critical thinking is an essential skill in social studies and is crucial as students enter the modern workforce and social climate. In my classroom, students think critically while analyzing historical and modern documents to uncover bias, audience, context, and purpose. They are encouraged to form their own opinions through research and classroom discussions. Students solve problems by collaborating on projects and assignments. Rather than giving students answers, I advocate for students to struggle through problems, lean on their peers for support, and work through problems together. This mindset, also called “productive struggle,” invites students to try again if they are not successful the first time. The productive struggle engages students to think critically, collaborate, and find creative solutions to their problems.
I encourage students to seek creative ways to solve problems, demonstrate their learning, and pursue their passions and talents. I use projects in my classroom as a way for students to direct their learning, enhance their research skills, and express their creative talents. Students demonstrate their learning through paintings, videos, pamphlets, writing samples, and podcasts. I use projects as a way for students to explore and use technology. The modern workforce demands digital literacy and exploring different avenues of technology in the classroom creates better digital citizens.
Technology has brought people of the world closer together. It is imperative that students have global awareness and social responsibility. Social studies develops students’ global awareness. Global awareness also creates social responsibility. As students learn about history, modern politics, environmental concerns, and community values, they become mindful of social responsibility. Global awareness and social responsibility will help students navigate social media, academics, the modern workforce, and their social lives.
These 21st century skills are fundamental for students to benefit in today's modern workforce and social climate. Every student has the ability, and the right, to learn. My mission in the classroom is to ensure that each student is successful, though success looks different for each student. Teaching content through skills ensures that students take ownership of their learning and work within their individual ability and needs. As their guide in the classroom, I encourage that students find solutions to problems through productive struggle, collaboration, and creative means. I ensure each student is successful in my classroom through personalized learning, a focus on 21st century skills, encouragement in their productive struggle, and building relationships so each student feels empowered to learn and explore.
Critical thinking is an essential skill in social studies and is crucial as students enter the modern workforce and social climate. In my classroom, students think critically while analyzing historical and modern documents to uncover bias, audience, context, and purpose. They are encouraged to form their own opinions through research and classroom discussions. Students solve problems by collaborating on projects and assignments. Rather than giving students answers, I advocate for students to struggle through problems, lean on their peers for support, and work through problems together. This mindset, also called “productive struggle,” invites students to try again if they are not successful the first time. The productive struggle engages students to think critically, collaborate, and find creative solutions to their problems.
I encourage students to seek creative ways to solve problems, demonstrate their learning, and pursue their passions and talents. I use projects in my classroom as a way for students to direct their learning, enhance their research skills, and express their creative talents. Students demonstrate their learning through paintings, videos, pamphlets, writing samples, and podcasts. I use projects as a way for students to explore and use technology. The modern workforce demands digital literacy and exploring different avenues of technology in the classroom creates better digital citizens.
Technology has brought people of the world closer together. It is imperative that students have global awareness and social responsibility. Social studies develops students’ global awareness. Global awareness also creates social responsibility. As students learn about history, modern politics, environmental concerns, and community values, they become mindful of social responsibility. Global awareness and social responsibility will help students navigate social media, academics, the modern workforce, and their social lives.
These 21st century skills are fundamental for students to benefit in today's modern workforce and social climate. Every student has the ability, and the right, to learn. My mission in the classroom is to ensure that each student is successful, though success looks different for each student. Teaching content through skills ensures that students take ownership of their learning and work within their individual ability and needs. As their guide in the classroom, I encourage that students find solutions to problems through productive struggle, collaboration, and creative means. I ensure each student is successful in my classroom through personalized learning, a focus on 21st century skills, encouragement in their productive struggle, and building relationships so each student feels empowered to learn and explore.
