My Teaching Philosophy

I am an AACPS: 2nd Grade Teacher, Davidsville elementary school | 2013 Teacher of the Year Finalist.

My teaching philosophy is rooted within my goal of instilling a deep love of learning in my students while challenging them to surpass their personal expectations. I believe that each child is a unique individual with their own diverse backgrounds, learning styles, and specific interests and it is my duty to rise to the occasion and take them to their next level of learning. I demonstrate an interest in my children and make them feel welcomed, valued, and respected. I believe in order for a child to flourish, first and foremost they must be in an environment they deem safe and nurturing. By creating a positive climate, my students feel part of an “extended family.” I foster a positive rapport with my students and am truly interested in their experiences inside and outside of school. Focusing on their individuality, as well as their cultural background helps my students feel valued and part of a team. When children feel valued, they will be more apt to take risks in their learning. I believe a teacher must be a facilitator in their students’ own learning. I must guide them through the subject matter by allowing them to make their own discoveries, encourage the sharing of perspectives, and integrate shared experiences. My goal is to be the “glue” in the classroom that brings us together in a shared learning experience. My job is not simply to tell, but rather to encourage and stimulate thinking. I believe differentiation is the key to success in my classroom – “one size does not fit all.” Differentiated instruction provides each student with the challenges and support needed to succeed. When presenting new material, I pro-actively plan lessons so that individual needs are addressed before the lesson begins. My lessons are designed to promote growth in all students and are neither too difficult nor too easy for the individual student, but rather keep them at the edge of their learning curve. Adjustments in lessons are made based on students’ needs. I believe high expectations yield high results in the classroom. I feel that if I expect my students to do their best and work hard, they will rise to the challenge. Therefore it is important for me to have a rich understanding of the subjects I teach and apply it to real world as often as I can. I will then use that knowledge to create highly motivating lessons that capture the interest of my students while recognizing how my students’ learn best. I believe teachers must routinely collaborate with their colleagues in schools and in their specialty fields. This purposeful collaboration allows me to construct a more intimate knowledge of the learners I teach. Collaboration must extend beyond the walls of the school and into the community. It is particularly beneficial when working with parents. The benefits of a great partnership between the community and school will ultimately improve the effectiveness of the students’ education. I believe a teacher is a learner first. The classroom should be fresh and exciting, a place to try new things. I critically examine my pedagogical practices and beliefs constantly and continue to improve my own teaching by engaging in careful reflection. I attend professional development, collaborate with peers, read new research, question my practices, and am willing to try new things. When achieving my National Board Certification, I was able to dig deep and look at myself through a different lens. Most importantly, through personal reflection I refine my teaching craft on a daily basis. I believe being a military spouse for the past 20 years has made a positive impact on my teaching experiences. Teaching in five different states throughout the country has given me ample opportunities to reflect on my craft and continue to grow as a teacher. It is these unique experiences that shaped my teaching philosophy to what it is today. “Real success is finding your lifework in the work that you love” – David McCullough