Educational Philosophy
Regardless of whether I was teaching high school special education students, urban middle schoolers, upper elementary special needs children, or suburban first graders, the following four principles have remained true to my teaching.
- Classrooms should be student-centered to promote divergent thinking, problem solving, and skill application
- Teachers are not only educators; they are motivators
- “Kids will do well if they can”
- Teachers and families must work together to create positive learning environments
Classrooms should be student-centered to promote
divergent thinking, problem solving, and skill application.
divergent thinking, problem solving, and skill application.
I highly value the importance of learning by doing, incorporating student choice, and connecting new knowledge to what children already know. This engages students with the content through their preferred learning style, which deepens their personalized connection to the curriculum.
After completing a unit on ratios and proportions, my math students made scaled models of objects they brought in from home as their assessment. Some students created over-sized 3D models of things such as stuffed animals and McDonald’s french fries, while others made large-scale drawings of everyday objects such as scissors and a Wii remote. Although the outcomes were different, each student demonstrated an ability to take measurements, create a ratio, make a proportion, and scale the size of their objects. This type of hands-on application promotes problem-solving and is relevant to everyday life.
After completing a unit on ratios and proportions, my math students made scaled models of objects they brought in from home as their assessment. Some students created over-sized 3D models of things such as stuffed animals and McDonald’s french fries, while others made large-scale drawings of everyday objects such as scissors and a Wii remote. Although the outcomes were different, each student demonstrated an ability to take measurements, create a ratio, make a proportion, and scale the size of their objects. This type of hands-on application promotes problem-solving and is relevant to everyday life.
Teachers are not only educators; they are motivators.
In his book, The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child (2007), Richard Lavoie presents “The 6 P’s of Motivation” which are praise, power, projects, prestige, prizes, and people. I am able to reach children more effectively, and on a more personal level, by knowing their motivational preferences.
My father is a retired FDNY fire chief. In the fall, my students often use FaceTime to talk to him during National Fire Prevention Week. While all of my students have enjoyed this, one was completely taken with my dad. From that point on, he talked about “Chief” nearly every day. This same student struggled with counting to forty for months. By the spring, he was frustrated and ready to quit. To motivate him, I offered a FaceTime call with Chief upon completion of the task. He was immediately focused and practicing every day, without frustration. In a few weeks, he and Chief were counting to forty together!
My father is a retired FDNY fire chief. In the fall, my students often use FaceTime to talk to him during National Fire Prevention Week. While all of my students have enjoyed this, one was completely taken with my dad. From that point on, he talked about “Chief” nearly every day. This same student struggled with counting to forty for months. By the spring, he was frustrated and ready to quit. To motivate him, I offered a FaceTime call with Chief upon completion of the task. He was immediately focused and practicing every day, without frustration. In a few weeks, he and Chief were counting to forty together!
“Kids will do well if they can."
Collaborative & Proactive Solutions (CPS), comes from the work of Dr. Ross Greene. His mantra, “Kids will do well if they can,” is short and to the point, but has profoundly impacted my teaching. Greene believes all children want to do well, as do I. He suggested looking at maladaptive student behaviors as a result of lagging skills in response to the demands of their environment. This viewpoint allows the adults in a child’s life to provide meaningful skill-based interventions vs. unproductive consequences for problematic behaviors.
Teachers and families must work together to create positive learning environments.
One of the guiding principles of Responsive Classroom is valuing the relationships between students, teachers, and families. I utilize open communication and collaboration with my students’ families through a shared calendar, blog/website, email, messaging app, phone calls, and conferences. I believe students benefit socially, emotionally, and academically when teachers and families work as a team.