Philosophy of Education in Full

I believe that every student has the right to a free, appropriate, engaging and easily accessible education, regardless of gender, age, race, home culture and background. I believe that children deserve to be loved and accepted as they are, regardless of handicaps, learning disabilities, home environment, and their personal histories.  Students need to be loved unconditionally, as God loves us.  Within my classroom, I choose to provide students with ample opportunities to express their thoughts and ideas to their peers in what we construct together as a caring, open, inviting environment.  This is done partially through open conversations and journal writing.

I believe that teachers must be inspiring, knowledgeable, and caring.  They need to display a desire to get to know each child individually, beyond merely the intellectual aspect of who the student is. 

I believe that students learn through a variety of activities.  Teachers need to be aware of the needs in each child’s life, grounded in an awareness of their home culture.  The teacher needs to adapt lesson plans to fit those needs as they arise.  I believe that assessments can be completed through a variety of avenues such as presentations, projects, and rubrics; not just exams because students prove their knowledge in different ways.  What works for one student may not work for another.

I believe in Vygotsky’s philosophy of constructivism – that students need time to explore their surroundings, finding answers on their own with gentle scaffolding from the teacher where necessary.  Allowing students to develop in their own timing ensures that they connect with the material on a deeper level, enabling it to affect their lives, alter their schemata, and leave them as more contributing members of society.  In my classroom, this is done specifically through mathematics and science, as students explore different weighted objects, for example, or observe seeds sprouting into plants.

I believe that the skills and techniques learned throughout your life prepare you for what is ahead. Students should be able to see a purpose in what they do; “busy work” ought to have no place in the classroom.   I believe that problem-solving abilities are crucial to this development and preparation.  Giving students issues, both in mathematics or real-life scenarios, allow students to practice coherent communication, teamwork, and respect alongside critical thinking.

I believe that education lasts a lifetime – there is no end to learning.  Teachers need to model continuous learning in the classroom, showing students new information they have gleaned, new techniques, etc.

The Twits, March 2011

Book Club. It is a marvelous, intimidating time spent exploring the ins and outs of a novel with students. In this case, I led two groups of students through the book The Twits by Roald Dahl. In all honesty, it is quite the disgusting book: Mr. and Mrs. Twit never bathe, eat bird pie, and play awful tricks on each other. So, in short, it is a book third and fourth graders love.

My students and I made books out of paper bags, lined paper, and rubber bands to document our journey through the novel. We stopped often during our reading in order to:
1. record our favorite quotes and why we like them.
2. draw a picture of the scene.
3. write a ten-word summary of the chapter.
4. predict what will happen next.
5. reflect on how accurate our predictions were.

After allowing the students time to write, I always gave time to share. I believe it is important for students to be able to explain their ideas in an open, nonjudgemental environment.

As a culminating activity, students chose to either draw a picture of Mr. or Mrs. Twit, or recreate the scene of when the pet monkeys turned the Twit's house upside-down. My students were proud that they read a book themselves. They also liked that they had such a fun project - a book they made themselves! - to show for their hard work.

South Asian Cultural Differences, Summer 2009

I spent a month in South Asia in the summer of 2009. The culture in South Asia is completely different than the culture in Alaska: car horns always honk; cows roam the streets; and schools are comprised of bare walls, dirty floors, and few books. Students may only attend school through fifth grade before they are needed to work in support of their family. They seek to learn English so that they are more desirable for jobs in the future... but because of their culture and caste system, most people will not move above their current position.

An Indian school.

I taught children how to make funny faces.

They were quite good at it.

And they enjoyed looking at the pictures afterward!

Because of my time in South Asia and a Cultural Awareness class I took through the University of Alaska, I am aware of the level of importance different families and cultures put on education. I cannot assume that everyone was raised with my family's value of education. If I do, I put a wall of naivety and superiority between myself and the student.

However, my students need to learn to value different cultures, just like I have. I am a firm believer in the power of journaling and telling stories. When we share highlights from our own lives, students begin to understand that people have different experiences, different traditions, and place different levels of importance on things. I am a teacher who takes time to listen to my students' stories. If they ask to share it at an inopportune time, I ask them to "keep it in [their] head" and to tell me after such-and-such has happened. Then I make a point to hear the story at the appointed time. Students have much to share and an internal need to feel validated in that story. That is part of my job as a teacher.

Collaboration, Spring 2011

Working as a Resource Room Teacher in an elementary school has been quite a growing experience. In particular, I have learned the importance of being able to collaborate with other teachers and communicate with parents. Being able to share my ideas, needs, and concerns with other teachers means that our shared students will have the support they need. Additionally, parents need to be open about what is going on with their children "behind the scenes" at home. Together, and only together, can we create a united front that focusses on helping the children learn.

Fractions and Decimals; April 2010

Learning is about more than students' memorizing information. Learning takes place when students are presented with information that contradicts what students knew previously. When that division takes place, students move into crisis mode as their knowledge and growth increases.

I experienced this crisis during student teaching. I planned and presented a unit about the relationship between fractions and decimals, plotting decimals on a number line, ordering decimals, and finding equivalent decimals. Before and after teaching the two week unit, I gave the same assessment. This allowed me to accurately measure the growth of my students' understanding. Throughout the unit, I used a variety of assessment tools: homework, observations of classwork, completing problems at the board, and the final exam.

Often during the lessons, I would write a math problem on the board, such as 6/8, and ask students to simplify. I would then walk around, checking students' work right away. I gave high-fives to students who were correct, which motivated them and provided instant feedback. For the students who provided the incorrect answer, I was able to intervene and offer a mini-lesson right then. Then, back at the board, I modeled how to find the right answer. By approaching my lessons this way, I was able to ensure the continuous intellectual development of the learner.

Below is a copy of my lesson plans.

Math Unit: Decimals

Unit Objectives
1. Students will understand and use proper terminology related to decimals, both in written and oral form.
2. Students will be able to compare and order fractions from least to greatest.
3. Students will be able to convert between fractions and decimals.
4. Students will identify fractions and decimals in pictures and on a number line.

Text Used
- enVision MATH, topic 12: Decimals (grade 4)
- all worksheets, plus the pre- and post-test, from the math curriculum

Lesson Plan Overview
Day 1. Decimal "free response" pre-test over place value, word form, comparing, ordering, converting between fractions and decimals, and number lines
Day 2. Reading and writing decimals; Place value; Write down everything students know about decimals on the Promethean Board to assess their levels of prior knowledge; use of the word "and" to represent the decimal when spoken and written; Re-Teaching/Practice worksheet, with Enrichment for early finishers
Day 3. Place Value; Importance of adding "-ths" when working to the right of the decimal; Re-Teaching/Practice worksheet, with Enrichment for early finishers
Day 4. Comparing and ordering decimals; Re-Teaching/Practice worksheet
Day 5. Fractions and decimals; Review previous week; Correct homework together
Day 6. Fractions and decimals; Review; Money; Read Pigs Will Be Pigs
Day 7. Fractions and decimals on the number line; Mixed numbers, improper fractions, decimals greater and less than one; Interactive website - practice moving decimals to the correct place; Class number line - students work together to order fractions and decimals; Create their own number line individually
Day 8. Review decimals
Day 9. Decimal "free response" post-test over place value, word form, comparing, ordering, converting between fractions and decimals, and number lines
Day 10. Go over test with class

Results:
Pre-test: mean = 23.6%
Post-test: mean = 59.3%

Experiencing Africa, May 2010

During student teaching in 4th grade, I read the book The White Giraffe by Lauren St. John aloud to my students.  The book is about an English girl who, under dire circumstances, moves to Africa and learns from her grandmother about a mysterious white giraffe. The story centers around discussions of apartheid, nature, and cultural diversity.

I planned a week's worth of activities as a culmination of reading The White Giraffe that allowed students to explore Africa in a creative, interactive manner. The mini-unit started with a whole-group lesson about apartheid and Nelson Mandela. I put together a presentation on the Promethean Board that included pictures, quotes, and the video I made after my trip to South Africa. I connected it to the students' lives by discussing the no-bullying policy at the school. Then, students rotated between seven distinct stations, recording all of their work in a South African Journal.

1. African Poems
Africa has a rich heritage and history of songs, rhymes, and poems.  Students were able to read poems at this state... and then write their own! They chose at least five words from a word box to compose a poem in the form of their choice. Students had been learning about different types of poetry and were able to apply their new knowledge.

2. Fantastic Flags
South Africa's flag is red, green, yellow, white, black and blue. These colors are also used throughout the country in clothing and decorations. Students colored blank maps and glued them to the cover of their South African Journals.

3. Mapping Africa
The continent of Africa is so diverse - there are deserts, lakes, rivers, mountains, and even rain forests! Students colored and labeled an African map before adding it to their journals.

4. Reading Corner
Books tell you so much about the world. I chose books especially for my students and I brought in a special surprise: the scrapbook I made after I visited South Africa in 2008!

5. Super Safari
Safaris are so much fun! You never know what kind of animals you'll find right around the corner. I hid ten animal cards around the classroom; each card had facts on the back. The students had to find the animals and record their facts in their books.

6. Spots on a Giraffe
Every giraffe has unique spots. Likewise, each student is unique and learns in their own ways. Students chose a spot off the giraffe I painted, added a fact about themselves, then replaced it on the giraffe. The giraffe became a representation of the uniqueness of our classroom!

7. Thatching Placemats
"Thatching" is weaving together grass or straw to make houses and roofs. Students had the opportunity to practice their own thatching. I braided the pieces of raffia that the students wove together. The students liked this station the most - so we took pictures to document the occasion!

Planning and supervising these interactive stations helped me see the importance of understanding the learning process students undertake. I believe in allowing students to explore and construct their own learning; there are some things only experience can teach. By setting up a structured environment, students are able to be successful and independent at the same time. As my students gave me feedback about the stations, I was able to adapt: I noticed where the students needed more instruction, where the directions were unclear, etc. This was a highlight of my teaching career so far!