As a special education math teacher, my teaching philosophy is rooted in the power of relationships, the belief that every student can learn math, and the commitment to meet each learner where they are through a variety of teaching modalities. I believe that strong, trusting relationships are the foundation of effective teaching. When students feel safe, valued, and understood, they are more willing to take academic risks and persevere through challenges. My first priority in the classroom is to build connections with each student, learning about their interests, strengths, and individual needs.
I truly believe that all students are capable of learning and understanding math. While each learner may approach mathematical concepts differently, I view these differences not as barriers but as opportunities to explore varied pathways to learning. I want to change the belief that math isn't for everyone and replace it with the belief that, with the right support and mindset, every student can achieve mathematically.
To support this, I take a multiple modality approach in my instruction. Manipulatives, technology, collaborative learning, real-life problem solving, and differentiated instruction are integral parts of my classroom. By presenting content in varied ways, I create entry points for all learners to engage meaningfully with the material.
I also recognize that struggle is a natural and essential part of learning. In my classroom, mistakes are viewed as opportunities for growth rather than setbacks. I encourage students to embrace challenges, fostering resilience and a growth mindset. Through consistent support, encouragement, and celebration of small victories, I help students build confidence in their abilities and develop a positive relationship with math. I am committed to creating a supportive and inclusive environment where students understand that their different paths to learning are valid, and their efforts are valued.