Teaching Philosophy 

I strive to create a classroom where students feel safe, valued, and empowered to take risks in their learning. From the very beginning of the year, I establish clear routines, procedures, and behavior expectations that are explicitly taught, modeled, and practiced until mastered. These structures are intentionally designed to meet the needs of all learners and to maximize instructional time. 

Students know what is expected of them and take pride in upholding our classroom norms. Over time, they begin to take initiative, not only managing their own behavior and responsibilities but also positively encouraging their peers to follow procedures and remain focused. This shared ownership of our learning environment promotes a culture of mutual respect and accountability. 

When behavior challenges arise, I respond quickly and effectively in ways that maintain the flow of the lesson and do not potentially embarrass the student. I use proactive strategies, including positive reinforcement, clear redirection, and relationship-based supports, to guide students back on track without disrupting the learning of others. 

In my classroom, effort is celebrated and mistakes are embraced as learning opportunities. I lead with empathy and positivity, offering encouragement that is both consistent and individualized—whether that’s a sticker, a note, or a heartfelt “I’m proud of you.” This responsive, student-centered approach fosters a classroom climate where students feel valued, capable, and motivated to learn every day.

Students were tasked to write a short persuasive piece about why I, Ms. Thorne, should be hired as a teacher. 

Student quotes:

• "She is also unique in how she incorporates fun into her lessons," -AV

• "She is kind as she treats us equally and gives us rewards when we are good...No matter who we are or what we look like or what we do, she will always support us and encourage us," -AV

• "She has a chant where she says, 'everybody makes mistakes,' then we say, 'everybody has those days.' This shows that she tries to make people feel safe," -HA

• "She's nice to people, very helpful, and she lets me learn from my mistakes," -VG

• "Ms. Thorne is energetic because she always greets us with a smile," -AH

• Ms. Thorne is very, very caring and chooses people who didn't get a turn," -V

• "Ms. Thorne is always kind, even if she is sick or injured, she is still kind." "Ms. Thorne makes us feel special, and reminds us that we are amazing," -RL

• "She's enthusiastic when she teaches, which is good because then it's more likely for us students to pay attention." "She is fun, but she has rules, and she doesn't just give you an answer, instead, she helps you." -AB

• "She is so nice. She is strict, but NOT too strict. She comes up with fun things to get us quiet. One of them is 'UD!' and we say, 'You Know!'" -NF

• "She is great with students, and really nice and kind. She is not too strict or too soft, she is just right," -LH

• "She also makes great expectations, and they are not hard to follow. She helps us when we need it, but she doesn't give us the answers," -CF

• "It is very rare for a teacher to be strict and fun at the same time! But for Ms. Thorne, that is no problem for her," -CW

Before quizzes, tests, and challenging assignments:

Whole Class Incentive:

Sunshines can be earned by following daily expectations as an entire class that are previously set explicitly.

• Modern language to boost engagement

• Clear incentive to work towards

• Positive reinforcement 

Some examples of earning a sunshine are...

• Everyone getting unpacked and getting straight to morning work

• Every student raises their hand to speak during a lesson, and tracks the speaker

• Lining up and silently walking in the hallway to Related Arts

• Working silently during WIN (What I Need) time

Environment Lesson Example: