Teaching Philosophy
An outstanding teacher genuinely cares about their students, their academics, their well-being, what kind of people they will grow up to be, what is happening at home, and their love for learning. An outstanding teacher genuinely cares about their peers and always goes the extra mile to collaborate and create an environment of cohesiveness. An outstanding teacher is always genuine and eager to communicate with parents and guardians about their student’s success in the classroom, not always discussing the negative, but discussing improvement and how to make the situation better. To be an outstanding teacher, regardless of level or subject, you need to genuinely care. Students and parents need to know that there is an advocate in their corner, striving for success in the classroom. That is why I teach. I love having the opportunity to make a daily impact on students and their futures.
In my classroom I get to teach Social Studies and foster a classroom of globally conscious citizens. I do this by creating problem-based learning assignments, discussion-based lessons, student-lead inquiry, research and analysis assignments, and by teaching Social Studies as an interdisciplinary subject. My hope is that students become more aware of the world around them and the impact they are able to have. In order to help them impact the world they see, I continually incorporate interdisciplinary skill-building exercises. By practicing skills such as primary document analysis, map interpretation, technology integration, and conducting individual research, they will be better academics and better prepared to make an argument as an informed citizen.
To incorporate all of these elements in the classroom, I plan purposefully and work relentlessly. Knowing that my first goal is the students, I do whatever is possible to help them succeed and reach the fullest understanding of the subject. To do this, I refer to my peers for assistance, knowing that cooperative planning and learning benefits both teachers and students. By working as a cohesive team, collaborative teachers are also able to implement research-based pedagogy, a strategy that I believe has the ability to increase consistency across classrooms for students, which also allows for greater consistency in data collection for more accurate response to intervention strategies.
I am an effective teacher because I take time everyday to assess where my students are in their learning process, whether it is a diagnostic, formative, or summative assessment. Most importantly, I take time to reflect and listen to student reflections about assessments and lessons in order to improve my practice for the future. Because I believe students should be good people, as well as great academics, I believe I am an effective teacher because I am able to create a classroom of students who are respectful, curious, and, like me, genuinely care about those around them.
In my classroom I get to teach Social Studies and foster a classroom of globally conscious citizens. I do this by creating problem-based learning assignments, discussion-based lessons, student-lead inquiry, research and analysis assignments, and by teaching Social Studies as an interdisciplinary subject. My hope is that students become more aware of the world around them and the impact they are able to have. In order to help them impact the world they see, I continually incorporate interdisciplinary skill-building exercises. By practicing skills such as primary document analysis, map interpretation, technology integration, and conducting individual research, they will be better academics and better prepared to make an argument as an informed citizen.
To incorporate all of these elements in the classroom, I plan purposefully and work relentlessly. Knowing that my first goal is the students, I do whatever is possible to help them succeed and reach the fullest understanding of the subject. To do this, I refer to my peers for assistance, knowing that cooperative planning and learning benefits both teachers and students. By working as a cohesive team, collaborative teachers are also able to implement research-based pedagogy, a strategy that I believe has the ability to increase consistency across classrooms for students, which also allows for greater consistency in data collection for more accurate response to intervention strategies.
I am an effective teacher because I take time everyday to assess where my students are in their learning process, whether it is a diagnostic, formative, or summative assessment. Most importantly, I take time to reflect and listen to student reflections about assessments and lessons in order to improve my practice for the future. Because I believe students should be good people, as well as great academics, I believe I am an effective teacher because I am able to create a classroom of students who are respectful, curious, and, like me, genuinely care about those around them.