Teaching Philosophy

I started teaching because I love kids. I continue teaching because I want every student to feel loved, supported, and encouraged to learn.

I believe in a student-driven classroom that is engaging, hands-on, and often filled with the sounds of students sharing their thinking and ideas. I incorporate creative lessons and research-based practices that give students opportunities to explore, collaborate, and actively participate. I also recognize that students have different strengths and needs, and I adapt my instruction to help each student access learning and experience success.

As my understanding of assessments such as the NWEA has grown, I have become more data-driven in my teaching. I value assessment results alongside the information I gather while working one-on-one with students and observing them during meaningful activities. In my classroom, you would see me using exit tickets, presentations, questionnaires, student conferences, and daily interactions to understand student progress. In special education, data is essential for determining whether instruction and supports are effective and when a different approach is needed. I use that information to guide my next steps and adjust my teaching to meet individual needs.

Beyond academics, I help students build independence, responsibility, accountability, confidence, and problem-solving skills. I encourage students to understand their strengths, advocate for their needs, and take an active role in their learning.