My time in education has inspired me to jot down some thoughts surrounding my own teaching philosophy. From working with a number of scholarly pieces, I have come to draw my own conclusions regarding how I think education is most effective.
Teaching Statement
As an aspiring educator, I have spent considerable time reflecting on the type of teacher I want to be and the impact I hope to have on my students. Though I have yet to officially step into my own classroom, I am confident in the values that will guide my teaching. My philosophy centers on three foundational pillars: fostering a safe and inclusive environment, cultivating meaningful relationships, and delivering equitable and responsive instruction. These principles shape not only how I will teach but who I strive to be as an educator.
Creating a Safe and Inclusive Learning Environment
Above all else, my most important goal is to create a classroom where students feel safe, seen, and supported in every facet of their identity. I firmly believe that meaningful learning cannot occur until students’ fundamental needs are met. Inspired by Maslow's hierarchy of needs, I recognize that psychological safety, a sense of belonging, self-esteem, and personal growth are not just desirable in education—they are essential. I will work tirelessly to create an environment where students feel they are not only welcomed but celebrated for who they are. My classroom will be a space where all students—regardless of their background, identity, or experience—can show up authentically, knowing they will be met with empathy, respect, and care.
This safe space extends beyond physical and emotional safety—it is also about protecting students’ time, energy, and well-being. I remember what it felt like to juggle academics, extracurriculars, part-time jobs, and personal struggles as a student. Because of that, I will be intentional in ensuring that my English class never becomes a source of avoidable stress. Students will know that they are not alone, and that my classroom is a place where their mental health matters just as much as their academic progress.
Building-Meaningful Student Relationships
Strong, supportive relationships are at the heart of effective teaching. I hope to be more than just a provider of knowledge—I want to be a trusted adult that students can come to with honesty and vulnerability. Every child deserves to have at least one staff member they feel genuinely connected to. I strive to be that person. In my classroom, students will know they have someone who listens, understands, and cares deeply about their well-being and growth.
This relational approach is rooted in the timeless principle of treating others the way you want to be treated. By leading with kindness, fairness, and mutual respect, I aim to model the behavior I wish to see in my students. At the same time, I am mindful of maintaining healthy boundaries and professionalism. My goal is to strike the balance of being “firm but loving”—a teacher who holds high expectations but remains approachable and compassionate.
I also recognize that trust is not built overnight; it takes time, consistency, and effort. I am committed to showing up every day with authenticity and care, learning from my students just as much as I teach them. I hope to foster a sense of community in my classroom, where every student knows they matter and every voice is valued.
Embracing Equitable and Responsive Teaching Practices
No two students are the same, and my teaching will reflect that reality. I believe education should be equal in opportunity but equitable in approach. This means recognizing the individual strengths, challenges, and lived experiences that each student brings into the classroom—and adapting my instruction accordingly.
I often say, “There is no such thing as a general education teacher.” Every student has specific needs, and it is my responsibility to respond with flexibility and care. Differentiating instruction is not about creating more work for students or teachers; it is about meeting students where they are and guiding them toward where they can go. As educator Larry Ferlazzo explains, differentiation means “recognizing that all of our students bring different gifts and challenges, and that as educators we need to use our professional judgment to flexibly respond to them.”
I often say, “There is no such thing as a general education teacher.” Every student has specific needs, and it is my responsibility to respond with flexibility and care. Differentiating instruction is not about creating more work for students or teachers; it is about meeting students where they are and guiding them toward where they can go. As educator Larry Ferlazzo explains, differentiation means “recognizing that all of our students bring different gifts and challenges, and that as educators we need to use our professional judgment to flexibly respond to them.”
Looking Ahead
Though I have not yet begun my formal teaching career, I am filled with anticipation for what lies ahead: the students I will meet, the lessons I will learn, and the challenges I will grow through. I know the journey will be difficult at times, but I also know it will be deeply rewarding. I am grateful for the path that has brought me here—a path that has taught me to adapt, empathize, communicate, and connect.
When I write “Ms. Borgida” on the whiteboard for the first time, it will represent not just the beginning of my career, but the culmination of years of preparation, reflection, and hope. I am ready to teach, but more importantly, I am ready to learn—from my students, my colleagues, and every experience that comes my way.
My teaching philosophy will continue to evolve, but its core will remain grounded in the belief that every child deserves a safe space to grow, a relationship they can count on, and a teacher who sees their potential—even when they can’t see it themselves.