One of the core principles of my teaching philosophy is the importance of understanding the root of student behaviors and needs. I believe that every student brings a unique set of experiences, interests, and challenges to the classroom. Recognizing and addressing these individual differences is crucial for effective teaching. For instance, during a lesson where students were researching and designing their posters, I noticed that some struggled with the pace of material processing. Demonstrating research and creating a poster alongside them helped illustrate the critical thinking and information synthesis skills that many students were missing or delayed in due to COVID-19’s disruption of their education. To accommodate this, I began breaking down complex concepts into smaller, more manageable segments and provided additional support through visual aids and repetition. This approach not only enhanced student understanding but also made learning more accessible and inclusive.

Effective classroom management is fundamental to creating a productive learning environment. As an instructor, I prioritize moving around the class and between tables, actively engaging with students and learning their names. I use strategies such as picking new hands to speak and incorporating partner and table group work to ensure all students feel comfortable sharing. These methods help engage quieter students and foster a more inclusive classroom atmosphere, with students working collaboratively to understand class content. Incorporating bilingual education, I include Spanish questions and answers and specify the language for responses, ensuring that instructions are clear and students feel empowered to speak in their language of choice. By getting to know students personally and providing extra language support as needed, I can address individual struggles effectively. The low student-to-leader ratio in my classes allows for this personalized attention, making it possible to support each student's unique needs.

The values that inspire and motivate me as a teacher are centered around creating a respectful and empathetic learning environment and promoting environmental stewardship. I believe that education has the power to shape not only knowledgeable individuals but also responsible and compassionate citizens. Building strong relationships with students is another key aspect of understanding their needs. By engaging with students on a personal level and following their interests, I can create a learning environment where students feel valued and motivated to learn about migratory birds, native plants, wetland life, and insects. This belief is particularly important in the context of environmental education. By bringing the classroom outside and connecting students with nature, I aim to instill a sense of responsibility and care for the environment. I demonstrate that the outdoors is a place for them to learn from and care for, just as I care for them and they care for their classmates. This approach underscores my belief that teaching is not just about academic instruction but also about fostering a supportive and trusting relationship with students.

In conclusion, my teaching philosophy is grounded in a deep understanding of student needs, a commitment to fostering respect and empathy, and a dedication to experiential and engaging teaching methods. By creating an inclusive and supportive learning environment, I strive to inspire students to become lifelong learners and responsible stewards of the environment. Through continuous reflection and adaptation, I am committed to growing as an educator and making a positive impact on my students and the world around us.

Teaching Reflection on Classroom Lessons and Field Trips:

Reflecting on the classroom lessons and field trips, several key themes emerge, providing valuable insights into my growth as an educator. The themes of collaboration, adaptability, and student engagement were prevalent throughout the teaching experiences, highlighting both successes and areas for improvement.

One of the main themes throughout the reflections is the importance of collaboration. The experiences underscored the necessity of effective communication and teamwork among educators. Initially, there were challenges in co-teaching and team communication. For instance, during the first week, I struggled to know when to step in and support my co-teacher, Irene, without overstepping boundaries. This uncertainty led to missed material and issues with time management during our first lesson. Similarly, during the second week, the lack of smooth transitions and preparation created a stressful environment, emphasizing the need for a more cohesive team approach. However, there were notable improvements over time. Our 5th grade team decided to alternate instructors each lesson, with other members serving as co-facilitators. The third week, I felt more confident in lesson planning and leading a transcription lesson on bird calls, especially knowing I could rely on my team and Irene. Later in the program, the third-grade field trip to Mt. Pisgah Arboretum highlighted effective chaperone collaboration. The fifth-grade field trip saw better organization because we prioritized whole Aves team planning and clear spatial boundaries for routes and activities, which facilitated smoother recess management and overall student engagement. These experiences demonstrated that clear communication, predefined roles, and mutual support are critical for successful teaching.

Another crucial theme was adaptability. Teaching environmental education in a dynamic classroom and field trip environment required flexibility and quick thinking. In the first week, I learned the importance of having activities that lend themselves to multitasking, allowing students who need more time on their work to stay engaged. During the third week, I had to manage varying levels of student progress with the technology for activities, highlighting the need for clear instructions as an instructor and adaptable teaching strategies to lean on co-facilitators and help students struggling. Field trips further emphasized this theme of adaptability. The fourth-grade field trip to Pisgah showcased the ability to pivot activities based on student needs, whether they were cold, hungry, or disengaged. Being prepared to switch from seated to active tasks helped manage behaviors and maintain engagement. This adaptability not only enhanced student learning but also allowed me to address individual needs effectively, fostering a more inclusive learning environment.

Engaging students emerged as a vital component of successful teaching. Throughout the lessons, various strategies were employed to capture and maintain student interest. In the first week, the story and drawing activity were particularly engaging, while the transcription lesson of bird calls in the third week allowed students to explore conducting research on their bird species through an interactive website that let them follow their curiosity. However, there were also challenges, such as the migration game in the fourth week, which needed clearer instructions and better organization. Field trips provided unique opportunities for engagement. The third-grade field trip included successful sit spot activities and a group wrap-up that kept students involved. The fifth-grade field trip further improved this with clearly defined expectations and a well-executed lunch and recess plan. The fourth-grade field trip highlighted the importance of following student curiosity, as seen with the students' interest in learning about new creatures. Addressing individual needs, such as the disengaged student who eventually participated after a conversation and snack, demonstrated the power of personal connection in fostering engagement.

In summary, these teaching experiences have significantly contributed to my growth as an educator. The themes of collaboration, adaptability, and student engagement have been central to both the successes and challenges encountered. By improving communication and teamwork, remaining flexible in teaching strategies, and prioritizing student engagement, I have developed a deeper understanding of effective teaching practices. These lessons will continue to shape my approach to education, ensuring that I can provide a supportive and enriching learning environment for all students.

Teaching Evaluation Reflections:

Summary of Student/Teacher Evaluations: The evaluations from both students and teachers provided valuable insights into my teaching practices, particularly concerning learning outcomes. One consistent piece of feedback was the need for improved incorporation of Spanish, ensuring that language modeling was strong and accessible for all students. Teachers noted that while the content was engaging, there was a need to balance the complexity of the material with the pace at which students could process it. This meant simultaneously making the material more advanced while lowering expectations on the speed of student comprehension. These evaluations highlighted the importance of differentiated instruction and the necessity to adjust teaching strategies to meet diverse learning needs. To address these areas, I began incorporating more Spanish phrases and vocabulary into my lessons, using visual aids and repetition to reinforce language learning. Additionally, I broke down complex concepts into more manageable segments, allowing students to grasp the material at their own pace. This approach not only enhanced student understanding but also fostered a more inclusive learning environment.

Summary of Community Partner Feedback: Feedback from our community partners, though limited, was instrumental in shaping our approach to environmental education. One key piece of advice was to maintain small group sizes during nature walks to ensure high-quality, personalized educational experiences. Sara Spoden, who assisted us at the Wildflower Festival, emphasized the importance of being well-prepared and adaptable as nature educators. Her guidance helped us refine our teaching methods to better engage students with the natural environment. By focusing on smaller groups, we were able to provide more individualized attention, answer questions more thoroughly, and facilitate deeper connections between students and the subject matter. This approach not only improved the quality of our educational delivery but also heightened student interest and engagement with environmental topics.

Summary of ELP Evaluations: Evaluations from the Environmental Leadership Program project manager and co-director highlighted my strengths as a relaxed and engaging teacher. They noted that my calm demeanor in the classroom created a conducive learning environment, and my ability to follow student interests and get to know them personally made my lessons more impactful. Students frequently sought me out during recess and class to play and discuss birds, reflecting their trust and enthusiasm for learning. This positive feedback from Katie and Lauren reinforced the importance of building strong relationships with students. To further improve my teaching, I focused on maintaining this relaxed and approachable attitude, while also striving to create more structured yet flexible lesson plans that could accommodate spontaneous student interests. By doing so, I was able to foster a more dynamic and responsive educational environment, ultimately enhancing both student engagement and learning outcomes.