Teaching Philosophy

"When a flower doesn't bloom you fix the environment in which it grows, not the flower."

- Alexander Den Heijer

Teaching Philosophy

I believe that all students have the right to a quality education and that it is my responsibility as a teacher to create a positive and inclusive learning environment that meets the needs of all students. I believe that learning is an active process and that students should be encouraged to take ownership of their own learning. Additionally, I believe that building positive relationships with students is essential to fostering a successful learning environment.

I use a variety of teaching strategies including differentiated instruction, inquiry project-based learning, and formative assessment to ensure that all students are engaged and challenged in their learning. I strive to create a classroom culture that values critical thinking and encourages students to ask questions and explore new ideas.

My primary goal as a teacher is to help students develop the skills and knowledge they need to be successful in school and in life. This includes not only math and literacy skills but also critical thinking, problem-solving, and communication skills. Additionally, I strive to foster an appreciation of diversity and an understanding of the perspectives of different cultures and groups.

As an educator, I strive to incorporate indigenous perspectives and teachings to acknowledge, respect, and understand the diversity of cultures and experiences of all my students. I will strive to create a curriculum that reflects this diversity, and that encourages students to think critically about the ways in which culture and history shape our world.

I am a lifelong learner, and I am committed to staying current with the latest research and best practices in education. I will continue to seek out professional development opportunities and to collaborate with colleagues to ensure that my teaching is effective and responsive to the needs of my students.

Literacy Statement

I believe that literacy is at the center of all classroom activities and subjects; understanding language is the essence of learning. A student's literacy skills provide them with the tools for self-expression and the ability to build upon their knowledge through exploration, comprehension, and identifying the environments around them. This can be achieved through a well-balanced literacy program incorporating reading, writing, speaking, and listening.

As the world around us evolves, the methods we as educators use to teach need to evolve as well, including the way we think about literacy. It is up to us to challenge the traditional means and tools of teaching literacy, moving beyond simple texts and novels. Though still important, we should be using all materials and resources available to us, especially ones that the generation we are teaching are adapted and familiar to, specifically technology.

The English Langauge Arts Program in my classroom will be one that caters to variation and differentiation in developmental levels. It will be an environment where the capacity and capability of each and every student is celebrated and where their creativity can flourish. Through opportunities for choice, the students will be able to demonstrate their strengths and through dedicated instruction, they will be able to improve upon their weaknesses.

It is my goal to spark motivation and love for literacy in my students, regardless of skill or learning level. I will provide learners with opportunities to build upon the major stands of literacy, including phonemic awareness, phonics, vocabulary, fluency, and comprehension. This will be done through a variety of engaging and effective activities, comprising read alouds, shared readings, guided reading, and independent reading to list a few.

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