My Philosophy and Resources

The classroom should be project-based. Projects are all about everyone pitching in regardless of ability and ideas are shared. Everyone's thoughts are important, and should be equally heard. Teamwork in the classroom teaches students the power of collaboration, where working together helps each member grow and achieve more than they could on their own.

Lessons fit each child just right. Everyone's different, and that's cool. Children get to learn in a way that works best for them. Teachers and administration check in regularly to see how things are going and make changes if and when necessary.

The classroom is like a big, diverse family where everyone is different, and that's what makes it awesome. The environment and projects celebrate who the children are, where they come from, and what makes each of them special.

In the learning environment, reflection should be encouraged. Students should regularly assess their progress, celebrating achievements and identifying areas for improvement. This reflective approach extends to the teaching practices, as well as the administration, where continuous adaptation and refinement are valued for the benefit of all students and families.

Plain and simple, everyone gets a fair shot. No one gets left out, and it is ensured that everyone can join in. Projects are set up so that everyone can take part, no matter how they like to learn or their developmental stages, which is where differentiation plays a key role.

Differentiation in the classroom is like having a toolbox full of different tools for different jobs. Just like everyone has their own way of learning, projects are the perfect tools to make sure each student can shine. Some projects might need a little extra spark for those who love a challenge, while others can be adjusted to be just right for those who are still figuring things out. It's like having a buffet of learning options – everyone gets what they need to succeed, making the classroom a place where everyone's unique abilities can truly shine!

1. STOP-Stop and really listen to what the child is saying to you.

2. AVOID-Avoid judging or offering an opinion. Just be present and engaged.

3. REFLECT BACK-Reflect back to the child what you hear. Restate the feeling and what you see – the strategy of “noticing” shows you are paying attention.

4. REPLACE-Replace the “but” with “and”.

• “I can see you are upset, but Billy had the toy first.”

• “I can see you are upset, and you really wanted to play with that toy.”

5. OFFER-Offer support and help without pushing YOUR agenda.

• “What do you think might help you feel better?”

• Offer other choices

6. TRYING-Keep trying.

• Personalized Positive Notes: Teachers can write personalized notes to acknowledge specific instances where a child has met or exceeded classroom expectations, highlighting their individual contributions.

• Classroom Celebrations: Periodic celebrations or "success moments" can be held to collectively acknowledge the children's and classroom's successes and efforts.

• Showcasing Work: Displaying projects or assignments within the classroom provides a visual acknowledgment of students' accomplishments and hard work.

• Peer Recognition: Encouraging peer-to-peer acknowledgment fosters a supportive classroom culture. Students can create "kudos" cards or share appreciative comments about their classmates.

• Incorporating Interests: Tailoring acknowledgment to a child's interests, such as praising their artistic skills or interest in science, demonstrates a keen understanding of the student's individuality, making the acknowledgment more meaningful.

Responsive classrooms prioritize teaching friendship skills by incorporating activities that promote positive interactions. For example, morning meetings might include "friendship spotlights" where students share something positive about their peers. Group projects encourage collaboration, fostering teamwork and communication. Role-playing scenarios involving sharing or resolving conflicts helps students develop empathy and understanding.

In a responsive classroom, emotional regulation is taught through explicit instruction and modeling. Teachers may guide students in mindfulness exercises, helping them recognize and manage emotions. For instance, during moments of stress, students could practice deep breathing techniques. Additionally, designated "calming corners" equipped with sensory tools provide a space for self-regulation. Teachers may also share personal stories or read books that depict characters effectively managing their emotions.

Building emotional vocabulary involves actively teaching students to identify and express their feelings. Morning check-ins might include a "feelings chart" where students choose or draw an emotion that represents their current state. Discussions about characters in literature or scenarios from their lives can further expand emotional vocabulary. Teachers can introduce words like "frustrated," "content," or "enthusiastic," providing a nuanced understanding of emotions.

Responsive classrooms emphasize teaching problem-solving skills through collaborative and reflective processes. Teachers guide students in discussing and resolving conflicts using a structured approach. For example, the "Peace Path" might be introduced, where students discuss feelings, share perspectives, and collaboratively find solutions. Through scenarios or stories, students practice identifying problems, brainstorming solutions, and evaluating outcomes, cultivating critical thinking and conflict resolution skills.