TEACHING PHILOSOPHY
HOLISTIC
Students are learners, but they are human beings first, and I want my practice to support the whole person. In order to help students become confident and achieve their greatest potential, I center much of my work on building and maintaining positive relationships, encouraging self-trust, and promoting responsibility. My classroom is a space that values the process of learning and every individual involved in it.
ACCESSIBLE
All students deserve the right to learn. As an educator, I strive to design lessons and spaces with pluralities in mind by learning about my students' strengths, providing accommodations and modifications, and working with students directly to meet their needs. Incorporating multiple paths ahead of time and being flexible creates an equitable environment where all students are welcome to create.
REFLEXIVE
Educators are also learners, and growth is never finished. I view teaching as a constant cycle of practice, reflection, and improvement that allows me to grow alongside my students.
By staying engaged with current practices and tweaking classroom processes, I can constantly build upon the work I do. I communicate regularly with my students and my Art Department to find the best paths forward.
IN THE CLASSROOM
CLEAR, CONCISE EXPECTATIONS
Discussing classroom expectations with students on the first day in a clear, concise manner and consistently modeling positive behavior throughout the year helps me create a class environment that benefits everyone.
CONSISTENCY
Building routines for workdays helps students know what to expect and allows them to become more independent.
Keeping encouragement/rewards and consequences consistent lets students know that the rules apply to everyone.
REMINDERS
Visual aids, timers or spoken reminders, and written agendas help keep students on track for the day. This also benefits students with learning disabilities or different learning styles who need written instructions or extra support.
STUDENT RELATIONSHIP BUILDING
I like to start off with a new group of students through a first day drawing activity that allows us to get a sense of each other without the anxiety of traditional icebreakers. I check in with them to see how they're doing, and learn by being present with them. Designing projects that allows students to share their own interests gives me new ways to connect with them.
STAFF RELATIONSHIP BUILDING
Communicating with other teachers about how and what they're doing and staying involved with their work is important to me.
This requires openness, active listening, and for myself as a new teacher, willingness to be mentored and to learn from others. Getting to know other departments' curricula also allows me to write connections into my lessons for students to build upon.
COMMUNITY RELATIONSHIP BUILDING
When in a new position, I make sure to reach out to students' families with my information in order to begin those relationships.
I am interested in building an online presence to share what we do in the art room and provide another avenue of contact, as well as give information to families and students on opportunities.
