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"There is no power for change greater than a community discovering what it cares about." – Margaret J. Wheatley
"There is no power for change greater than a community discovering what it cares about." – Margaret J. Wheatley
My Teaching Philosophy
My Teaching Philosophy
I have always desired to teach. As a child, I had amazing teachers who inspired me; however, that changed in my latter years in school. When I got to high school, I felt there was a lot less caring and, as a result, I became less motivated. As I have learned this far, understanding your history, helps to inform your philosophy. Therefore, I am grateful that I have a second chance in life to walk in my purpose and calling.
Student-Centered Engagement:
My teaching philosophy aims to build capacity in students by engaging them in a socially inclusionary framework that builds self-confidence and identity. Understanding that every child brings their own unique gifts that are essential. Thereby, it is essential to create an environment that puts them first. W. E. B. Du Bois said it best when he said, “education must not simply teach work - it must teach life”. My goal as a teacher is to impact the lives of my students by building capacity in a context that reflects them and their aspirations.
It has been a pleasure working with a community-based organization that is as passionate about the development and achievement of the youths it serves, as I am. One of its primary goals is closing the achievement gap for marginalized students by providing resources that they would not otherwise have access to.
Therefore, after spending much time in a marginalized community, I understand that in my capacity as a teacher I must begin by creating a teaching environment that is equitable, caring, respectful, engaging, and enjoyable. I want my students to set and achieve learning goals, to be a part of managing their own learning, and improve on skills and habits that are required to be successful in and outside of the classroom. By creating engaging ways of including my students in their lessons, my students may find the content meaningful and significant that will ignite their knowledge, understanding, and thinking skills, making it easier to make connections between various contexts. By engaging in students’ interests, it is likely to engage in critical thinking skills that encourages them to imagine themselves as strong capable beings.
Cross-Curriculum Investigations:
Knowing our students helps to know what their interests are, what their weaknesses are and how they learn. By engaging in cross-curriculum investigations, students have opportunities to engage with their strengths in order to make sense of what they thought were weakness. For example, in the community organization in which I am involved, students have access to an enriched math program. As a part of my teaching tool, I have used sports as a method to teach math (intervals, percentage, probability, etc.). Similarly, for my first year of being a teacher candidate, I was given the opportunity to use fine arts as inspiration for teaching language. Cross-curriculum investigations is a useful tool to engage students with the things that they love with the things that seem difficult.
With share and clear expectations for achievement, my students and I can set goals for learning that they too will have the ability to self-assess. By engaging them in the commitment to learning, they will improve their ability to become independent lifelong learners.
Classroom Behavior Management
At the front entrance of Oakdale Park Middle School, is a mural of what I believe are constructs of a healthy academic environment. Nourished by inclusion, belonging and a growth mindset, this tree brings forth students and their voices. Hanging on them are equity and well-being. This tree, labeled ‘leadership collaboration’, has, what seems to be, the community at its roots. Perhaps, this is to remind students that they are an integral part of something phenomenal.
As their slogan reminds, we are “learning and growing together”. Initially, I would engage with small groups or one-on-one support; however, as time went on, I assumed more responsibilities.
Be a leader that you would want to follow. Treat people the way that you want to be treated. Be the change that you want to see in the world. At the end of the day it starts with you.
Be a leader that you would want to follow. Treat people the way that you want to be treated. Be the change that you want to see in the world. At the end of the day it starts with you.
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