Derian Capodagli Personal Statement

Personal Statement

Dreams and mystery inspire my philosophy of pedagogy. A series of thoughts and images excited by inquiry are educators aim to invoke. Moreover I’ve always considered our species achievements in transcending our current state to be a product of knowledge and imagination equally. As we study life in the classroom we alter our students’ perception and expectations of it. In the process we inspire them to acquire the skills necessary to achieve their new goals.

During our lives we are constantly swimming through an endless stream of choices and possibilities. While teaching I incorporate more than the expected factual knowledge base to my lessons but awareness of paradigms that students can apply to all situations they face in life. The laws and theories we apply to the research are completely synonymous with the complex dynamics of human interactions. I bridge my content to students’ individuality by contrasting their personality of what protein, organelle, or animal they are most like. The more they connect to the curriculum the greater their personal awareness and realization that we are all facing the same choices and dealing with the same questions and challenges.

Darwin remarked, “A man who dares to waste one hour of time has not discovered the value of life.” This eloquent quote may be more relevant to the teaching than any other situation. Youth is a critical time of neurological development and the explicit and implicit messages sent form connections that may remain with the individual for their whole life. In respect to that understanding the lesson plans I’ve created over the years are rich in content, differentiation, and syntax.

In my student centered classroom I provide the content and structure of inquiry-inspiring lessons that encourage students to be accountable for their own learning. Should students lapse in their responsibility I am always available for re-establishing focus and answering questions that cut away the veil of confusion. Maintaining the homeostasis of the learning environment is my most important role in the investigation based classroom. The systems I create must be clear consistent to provide students with a sense of comfort and help them keep the focus on the learning expectations. Students and colleagues have helped me discover routines that are easy to become acquainted with and effortless to habitually practice.

I’ve been developing my skills as a teacher since 2002 and this has been an exciting journey. I am truly lucky to have found a career that continues to motivate my learning, growth, and creativity. I look forward to envisioning and creating the future with my learning community for years to come.