Educational Philosophy
I taught as an art instructor and a math tutor for over a decade before obtaining my teaching credential. In that capacity I was able to work one-on-one with many students. Whether I was encouraging students to explore their artistic creativity or helping them improve in math, I discovered that I communicate and connect well with children of all ages. I am able to do this is because I care for and I am interested in each individual. I admire how each student is unique with a different background and a distinct story, personal ambitions and various interests. Recognition of and respect for every individual is central to my educational philosophy.
Math is fun for me and I aspire to share my enthusiasm for the subject with my students. But more importantly, I have seen how quickly a student can fall behind if they do not fully grasp a concept before new ideas are introduced. I have seen how discouraged they can become and how they can assume they are just not good at math when they don’t score well on tests. But I have also seen the confidence they gain and the pride they feel when I teach them in a way they can understand and they get it. I am able to engage students of differing skill levels and developmental stages by simplifying explanations and scaffolding instruction in more than one way depending upon the individual student and their learning needs. I encourage all students to first believe they can learn and then motivate them to work hard so they do learn.
In the classroom, building relationships with my students starts with me. I model the behavior I would like to see in them. I listen; I am kind; I am respectful; I follow through on my commitments; I give my full effort; I try new things; I make mistakes and I learn. My behavior sets the standards for theirs and establishes the expectations I maintain for a physically, socially and emotionally safe and secure learning environment absent of fear of judgment or criticism. I seek feedback from the students so they can comfortably ask for what they need from me as a teacher and help shape the learning processes in the classroom. And just as I regularly reflect on my own strengths and areas for improvement, I ask that my students do the same for themselves. Together we all set formalized individual educational goals. In this way, students are more conscious not only of both their learning achievements and needs, but also of their personal accountability for reaching their highest potential.
In order to teach to a diversity of needs, I must manage my time efficiently and plan my units and lessons effectively. I incorporate a broad range of teaching strategies including varied instructional materials, class discussions, group activities, partner work and individual practice time with a goal of accommodating differing learning styles and strengthening student skills in communication, leadership, collaboration, and self-reliance. By limiting direct instruction and focusing more time on active learning, students not only engage in higher-order thinking, but I can be more of a facilitator and tutor guiding students to think critically, be resourceful and discover the answers they seek rather than simply telling them how to solve problems.
I want to instill a love of learning in my students. Making learning fun and rewarding is the way to motivate students to succeed in math and any other subject they study. The trick is to recognize that for each student what is enjoyable and inspiring may be something different. What all students have in common, however, is the desire to feel good about themselves, to be valued and validated. Respecting individuality and tailoring my teaching to what makes each student different results in students with increased self-confidence, participation, persistence and enthusiasm. Respecting individuality is the core of educational success.