Teaching Philosophy
In my 13 years as an educator, I have determined one profound truth: students rarely succeed when they are at odds with their teacher. How many times do we hear the statement, “I failed that class because I hated my teacher.” We must place a greater value on forming positive relationships with our students and implementing curriculum that develops skills in citizenship and social responsibility. This proactive approach will not only yield a safer school environment which is paramount to effective learning, but it will enable teachers to be more successful in the delivery of curriculum and retain more vulnerable learners. Sport teams and clubs also provide a powerful vehicle for teachers to form meaningful relationships with their students. The trust and bond formed through these shared experiences directly relates to student success in the classroom, as well as increasing the student’s positive citizenship and connection within the school.
If positive relationships form the central nervous system of teaching, clearly defined goals and high expectations are the skeletal system. Quite simply if we don’t know where we are going how can we expect to get there. As teachers we must become experts in Ministry guidelines and learning outcomes of our courses. Next, we must clearly define our expectations to the students, what we expect of them, why it’s relevant and how we plan on assessing them. Assessment and goals must be meaningful, measurable and realistic, as well as including a reflective component.
“Don’t waste my time, don’t bore me, and don’t give me something I can’t do” is my mantra for curriculum development. Lessons must be relevant and engaging. Recognizing that we teach a wide diversity of learners, we must strive to engage and meet the needs of every student who occupies a seat in our classrooms. I am a huge proponent of inquiry based learning, as the results demonstrate a much more profound buy-in and ultimately more personal and deeper understanding of the subject material. Diversity in lesson and unit development is key. I have had positive student and parent feedback with lessons and units that integrate either technology, physical activity or engagement outside of the classroom.
Schools and teachers are not solely responsible for student success or failure. We know that children are more likely to be successful when parents take an active role in their child’s education. Schools should seek to develop close ties with parents. In addition, school and district initiatives can help educate parents on how to support their child’s learning. Parents of at risk students must not be ignored. The stronger the bond that we create with our at-risk students and their families enables us to more empathetically understand their behaviors and attempt to provide pro-active interventions.
Optimum student success is best achieved through a carefully structured team approach. School districts and schools must seek to organize their resources to provide a meaningful and collaborative leadership structure. Classroom teachers must be provided with mentorship and the support they require in order to teach to their potential. School and district goals must be clearly stated, measurable, and perhaps most importantly programs and initiatives must be consistently maintained and not quickly abandoned. Like students, teachers need to be motivated, nurtured and gently pushed into inclusion with careful respect paid to their professional autonomy.
If positive relationships form the central nervous system of teaching, clearly defined goals and high expectations are the skeletal system. Quite simply if we don’t know where we are going how can we expect to get there. As teachers we must become experts in Ministry guidelines and learning outcomes of our courses. Next, we must clearly define our expectations to the students, what we expect of them, why it’s relevant and how we plan on assessing them. Assessment and goals must be meaningful, measurable and realistic, as well as including a reflective component.
“Don’t waste my time, don’t bore me, and don’t give me something I can’t do” is my mantra for curriculum development. Lessons must be relevant and engaging. Recognizing that we teach a wide diversity of learners, we must strive to engage and meet the needs of every student who occupies a seat in our classrooms. I am a huge proponent of inquiry based learning, as the results demonstrate a much more profound buy-in and ultimately more personal and deeper understanding of the subject material. Diversity in lesson and unit development is key. I have had positive student and parent feedback with lessons and units that integrate either technology, physical activity or engagement outside of the classroom.
Schools and teachers are not solely responsible for student success or failure. We know that children are more likely to be successful when parents take an active role in their child’s education. Schools should seek to develop close ties with parents. In addition, school and district initiatives can help educate parents on how to support their child’s learning. Parents of at risk students must not be ignored. The stronger the bond that we create with our at-risk students and their families enables us to more empathetically understand their behaviors and attempt to provide pro-active interventions.
Optimum student success is best achieved through a carefully structured team approach. School districts and schools must seek to organize their resources to provide a meaningful and collaborative leadership structure. Classroom teachers must be provided with mentorship and the support they require in order to teach to their potential. School and district goals must be clearly stated, measurable, and perhaps most importantly programs and initiatives must be consistently maintained and not quickly abandoned. Like students, teachers need to be motivated, nurtured and gently pushed into inclusion with careful respect paid to their professional autonomy.