It is my philosophy of education that all children are deserving of a challenging, nurturing, and culturally-responsive classroom community. In these radical classroom spaces, children can develop their gifts and talents academically, socially, emotionally, physically, and mentally. By designing enriching opportunities for students to develop their self-advocacy skills, critical thinking skills, and capacity as leaders, students will engage in joyful learning in a safe and affirming environment. Every child is capable of success and should be given an atmosphere where they can rise to meet their full potential. In my classroom, students are invited to share their ideas, push one another's thinking, and take risks.

In order for educators to design a space which is conducive to learning, three core elements must be met. (1) Families and other community stakeholders must be involved and engaged during every part of the decision-making process of their student's learning and development. (2) The teacher's role is to act as a facilitator of thinking and to encourage students to examine the tools, strategies, and skills at their disposal for success. (3) Student interests, passions, talents, gifts, and data should drive classroom instructional decisions, curriculum design and development, and the opportunities for extension and enrichment throughout the school year.

Life in Mrs. Wolf's Classroom

Throughout the school year, I provide many programming opportunities designed to cater to the unique needs of the students and families in the school community where I serve. Through application of the Schoolwide Enrichment Model (SEM), I provide enrichment opportunities for all scholars as a central part of the learning experience. In my classroom, students participate in project-based learning opportunities, extensive field trips, and partnership programming opportunities with the many non-profit organizations present in Washington, D.C. While many partnerships and programs are cosnidered, I use student interest inventories, surveys, parent & family home visit interviews and community listening sessions to determine which partnerships and programs will best suit the unique needs of the students and families that I serve. The result is a truly immersive experience for students to explore the world around them and dive head-first into opportunities which will better prepare them for college and career.

One partnership I bring into my classroom is the Embassy Adoption Program (EAP). I have served as an Embassy Adoption Program (EAP) host teacher for the past five years. EAP is a program which allows select 5th and 6th grade classroom teachers to collaborate immersion opportunities with a designated embassy official throughout the year. The purpose is to teach students about the history, traditions, and customs of the partner nation and to build students' capacity as global citizen leaders. As a part of the program, students participate in a Mini Model UN simulation as delegates representing their partner embassy to vote on resolutions related to combatting global climate change. Students also learn the language and national anthem of their host country and perform a capstone presentation at the end of the year to thank the embassy partner for all of their kindness. Students build their ability to communicate ideas clearly and learn basic research writing methods during the program and develop their perspective-taking and empathy skills as a result of participation in the program.

Another program I have brought to my students has been EcoRise. Based in Texas, the organization's mission is to inspire a new generation of leaders to design a sustainable future for all. Their classroom programming empowers youth to tackle real-world challeneges in their schools and communities by teaching sustainability, design innovation, and social entrepreneurship.

During SY 2021-2022, my fifth graders received five EcoRise Audit Grants to improve public spaces around the school community. Students designed a communal garden, improved an outdoor ampitheatre, rain and bog gardens, and a pollinator garden on the campus grounds and worked with leadership and community members to ensure their plans reflected the desires and wishes of all stakeholders.

Through collaboration with EcoRise, my students hone their advocacy and leadership skills and become more aware of the social and environmental issues facing their communities. The design thinking aspect of the project helps them become critical thinkers and problem-solvers by generating solutions to problems they have studied extensively. Finally, students learn the process of writing and securing grant funding, which is a critical life skill for those looking to eventually build their own businesses or lead their own charitable organization one day.