Makia Brooks Teaching Philosophy

When you know better you do better. ! Maya Angelou

Personal Narrative
It was during my sophomore year at Southfield High School I first felt my education and growth was genuinely valued. My speech teacher, impressed by my communicative skills and confidence in public speaking, signed me up for a citywide Oratorical contest. Despite my ability to write and recite quality speeches, I was never able to quell the creeping nervousness before stepping to the podium. This woman instilled in me such selfassurance and confidence; during my final day of class, I asked her why she devoted so much time and dedication to one student. Her response: I believe in you. I want you to do the same. At fifteen, I!d already decided my future included a degree from Columbia University and staff position at The New York Times. In retrospect, though, I realize how those moments with Mrs. S informed and inspired my decision to become an educator. Almost ten years later, I am a secondary education teacher. While my proficiency in the subject matter allows me to reach young minds, I hope my paralleled passion for inspiring young hearts is realized by each student I have the pleasure to meet. This is the foundation from which I have chosen to pursue this rewarding career.

Differentiated Instruction
No two students are the same, each individual student brings with him or her sets of cultural, educational, and social experiences that affect the way he or she engages in the classroom. This concept has been engrained in the minds of future teachers and rightfully so. When one recognizes the complexities and struggles each student brings with them into the classroom, it is easier to approach that student as an individual. Students who are motivated for the right reasons (geared by intrinsic motivation) fight to find answers within whatever they are studying and connect those answers to themselves. Without allowing students some agency, it will be difficult to motivate them. In my classroom, students know their varied learning styles will be recognized and implemented through various lessons, activities and assessments. In addition to critically considering the benefits and drawbacks of pairing or grouping students, I will acknowledge those students who work best independently. Differentiated instruction will not occur sparsely, but rather systematically in ways that are best helpful for student learning and growth.

Technology
Technology is a critical component in 21st century academia and it is an essential aspect of my classroom and teaching practice. I!ve found that students respond more effectively when they can identify and are invested in certain mediums. I make an effort to utilize every technological resource available to me. Whether it!s testing in the computer lab, taking notes from a PowerPoint presentation, creating an alternative research project through Fakebook or analyzing song lyrics on YouTube, students anticipate a fun, engaging and interactive class when working with technology.

Advocate for Adolescents

Implicit in my decision to become an educator of adolescents is my fervent belief that all students are capable of learning and growth and each student should be treated as such. I will always advocate for the importance of fortitude through failurewe learn best when we can acknowledge our struggles and growth from them. Not only do I seek to work with students on their level, I acknowledge the importance of their individual paths. I work tirelessly to ensure my students know they can succeed when set attainable goals.

Autonomy & Agency

In my classroom, all students know their opinions are valued. They know their questions, concerns or frustrations will not go ignored. I believe in the importance of guiding students through scaffolding and instruction while preparing them to become independent learners and consumers of information. When students are expected to act as democratic citizens, having agency over their education, the experience truly becomes powerful and transformative. Furthermore, I expect to have transactional adventures with my studentsI look forward to learning with and from them.

academic occurrences, but that their lives and voices have as much space and importance.

Family & Community Involvement

I believe educational communities thrive when students, teachers, administrators and families work together. Students should feel confident that their collective school and familial lives seek to establish common goals for productive outcomes. They should work to give back to their communities and feel empowered when doing so. I offer opportunities for all of my students to seek ways in which they can make their community better. Effective and engaging learning communities stem from parental involvement and I implore all parents to become invested in their child!s education. I believe contact with parents should not revolve around disciplinary action or impending parent-teacher conferences; rather, teachers should seek to maintain contact with parents throughout the year. In addition to sending home welcome letters with students at the beginning of the year, I have also periodically contacted parents to let them know of their student!s successes and growth in class.

Data & Assessment-driven Instruction

Including a wide range of assessments is vital to gaging student growth and achievement. I believe that data-driven instruction allows room for instructors to acknowledge and assess potential benefits and drawbacks within certain lessons. I will ensure my instructional strategies are thoroughly studied and leave room for student attainment and achievement. Such strategies will include: Providing constant differentiated instruction Providing scaffolding activities that prepare students for new information Daily review of previous activities or homework assignments Facilitating Think-Pair-Share activities, modeling practices and examples Consistently checking for student understanding

Lifelong Education
I am a firm believer in the importance of becoming a lifelong learner and urge my students to do the same through informal conversations and reflective journals. Lifelong learners don!t simply consume information, but actively find gratification, intrigue, challenge and joy by participating as citizens of the World. Whether it!s by attending all professional development meetings, returning to school to obtain a higher degree or inquiring about academic research, I pledge to continue my education. I plan on returning to school to get my Master!s in child psychology and behavioral sciences to increase my understanding of the struggles and motivator!s students face in their daily lives.

Summative and formative assessments will be incorporated in each lesson and unit plans to establish routine assessments and clear expectations for student progress. I use a variety of tests, which are dependent on lesson or activity objectives.

Caring Classroom Community

Establishing a positive, caring and constructive classroom community from day one is key. In my classroom, all cultures, families and differences will be respected and valued. At the beginning of class, I have implemented an informal sharing of Good Things which is essentially space for students to express a positive aspect of their day, family or life. Through these activities, students know the classroom talk is not limited to

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