I come to the teaching profession with an intense desire to dispel the myth of the "math person." I believe that all students are capable of success in mathematics with sufficient effort and effective, inspiring instruction. I work to foster growth mindsets with respect to learning and help my students develop their mathematical identity. Moreover, I believe that every student deserves learning opportunities which are accessible to them. This is why my teaching is guided by the principles of Universal Design for Learning (UDL). Instead of teaching to the average student in my class and making modifications for those who are struggling or advanced, I create learning activities that engage all learners. This means offering scaffolds such as graphic organizers, anchor charts, and sentence frames to the entire class in order to normalize the idea that each of us learns in a unique way; some individuals use tools that others will not find helpful. Additionally, some students work faster than others and seek an additional challenge, so I offer extension activities that students can use to expand their understanding of concepts.

In my classroom, I have three rules:

1. Be Kind (to your peers, your teacher, and yourself)

2. Be Brave (share your ideas and mistakes with confidence)

3. Be Present (actively participate in learning every day)

My students and I establish any other classroom norms that they deem necessary in the beginning of the school year. My classroom management is informed by Restorative Practices, which means focusing on the harm done and how the community can be repaired rather than doling out punishment. When a member of our learning community struggles to follow my rules or the class norms, this means that there is something preventing them from doing so. The problem is with the situation or behavior, not the student. Many so-called "behavior issues" arise as a result of a skill deficit. As a teacher, it is my job to help students learn the skills they need to adhere to the classroom rules and norms. This might mean developing a system for students to signal that they do not understand the task or practicing different ways to communicate that they are frustrated by something one of their peers is doing. In solving these problems collaboratively with the student, they become better prepared to keep themselves on-track in the future.

I do not subscribe to the idea that learning only happens in the classroom when students are seated in neat rows, quietly listening to their teacher or working independently on the same problem set. On the contrary, learning tends to be a messy, nonlinear process. This is reflected in my classroom. While I do believe that an effective learning environment has clear structures and expectations in place, I want my students to exercise agency over their learning, and this often means that several things are happening in the classroom at once. Groups of students are cooperating on topics that they find engaging; some may be crowded around a computer doing research or talking to a professional on the phone, while others might be practicing a new concept, or creating an artifact to showcase their work. To this end, I arrange my classroom in a way that is conducive to collaboration, and encourage students to take ownership of the space and make reasonable changes to fit their needs. Of course, I am sure to set aside a space for those who work best independently. I encourage students to work together, but I recognize that all individuals have unique learning needs, and I want to support this in my classroom.

I believe that learning experiences must be authentic and meaningful in order to engage students and prepare them for adulthood. I focus on developing students' critical thinking and problem-solving skills by posing messy, "real-world" problems. I also help my students become responsible consumers of information by teaching media literacy and research skills. It is important that students learn to advocate for themselves and others, recognizing injustice and wrongdoing and taking appropriate measures to address these. In my classroom, I facilitate social-emotional learning experiences which help students develop empathy, self-regulation, and reflection skills.