EDUCATIONAL PHILOSOPHY
I Believe...
​
Second chances are crucial learning opportunities. Expecting all students to be successful on their first attempt is unrealistic. Allowing a student to stop trying after an initial failure is unacceptable. Students who believe they only have one chance at learning will see their potential as black and white. A student who fails early will quickly stop trying. I have seen the academic and emotional success a student can experience when given the opportunity to attempt a task for a second or third time. When a student is given the opportunity to make mistakes and learn from them he or she will be more comfortable taking risks. Students who believe in second chances will also be more willing to accept the mistakes of others.
Students should be recognized as individuals with unique learning needs and background experiences. No two people are the same and no two students learn in exactly the same way. Students bring unique experiences to the classroom; these experiences need to be understood and utilized to make for more valuable learning opportunities. Students who are given the opportunity to share their own experiences related to what they are learning are more engaged and excited. Teachers need to make an effort to learn about their students as people so they can connect students to the learning in the classroom.
Families should be recognized as critical resources. No one knows a student better than his or her family. Families are valuable resources when it comes to identifying a student’s strengths, interests, and areas of struggle. Families should be communicated with early and often. Failing to recognize the significance of a positive relationship between school and home can have a negative impact on a student’s academic and behavioral success.
Students should love and value learning. Learning is a lifelong process. It is an educator’s job to foster a love of learning in students. This can be done through varied and real-life learning opportunities. When students can see the connection between the real world and what they are learning they will be more likely see the value in the experience. Again, this begins with teachers valuing students as individuals with unique backgrounds and understandings. When teachers respect students and their backgrounds, they are more likely to include students in the learning process to make learning seem relevant to students’ lives. When students feel that they are being respected and valued, they will in turn value what is being done in the classroom. Likewise, if students feel that their individuality is not valued and respected, they will in turn fail to value and respect what they are being taught.
Students should be provided with access to information. We live in a society with constant access to information. Students should be given supervised opportunities to look for and analyze information using a variety of resources. It is not sufficient to simply tell students what they need to know; they need to be shown how to seek information and evaluate what they find. This includes using technology resources, but the use of technology should not be encouraged at the expense of other valuable tools.
Students can only learn when their physical and emotional needs have been met. Students do not learn in a vacuum. They come to school with a range of physical and emotional stresses. While it might seem that there is not enough time to address these stresses and also teach all of the critical content, students can not learn until these other needs have been met. Teachers need to provide space and time for students to regulate themselves so that they can focus on learning. This might include giving food to a student who has not had breakfast, talking to a student going through a difficult time at home, or providing breathing and stretching techniques to relieve stress.
​
To download a PDF version of my Educational Philosophy, click the link below.