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Philosophy of Education

My philosophy of education is built upon my personal belief that
teachers can affect students lives both inside and outside the
classroom. The majority of classrooms are filled with diverse learners,
varied cultures, and specific needs. It is my responsibility to
determine what each student knows, find their strengths, and build on
that foundation in a way that facilitates learning for the individual
student. I use my knowledge of students and regular assessments to
inform my decisions for differentiation. It is my belief that content
delivery should be scaffolded and multi-modal to provide access for
varied learners. Having a plan to address unique learners and adapt
to their process helps to provide equity inside the classroom. Using
affective strategies helps me to tap into tools that provide appropriate
support to all learners.

One effective strategy is open lines of communication with
families and communities. Understanding my students home cultures
and lives outside my classroom allow me to better understand my
students as people and learners. Students are more engaged when
instruction taps into their interests or incorporates their cultural
background. For example, due to a large number of skateboarding
enthusiasts, my students created an energy lab where they were able
to calculate the kinetic energy of different classmates skateboarding
down a hill. The activity incorporated my students interests with their
culture.

As a teacher I create a school environment that feels inclusive
and safe. Research has shown that students learn better when they
are not worried about their personal safety, when they feel safe to be
themselves, and safe to make mistakes. I want my students to be
willing to be wrong, not sit complacently waiting for the right answer. I
teach my students to think for themselves. I encourage them to ask
questions and hypothesize outcomes. For example, We know what
happens when we drop an object, but WHY does it happen?

Technology allows me to deliver content in multiple ways. My
class is able to explore content prior to instruction, see examples on
the macro and microscopic scale, and collaborate globally. It gives
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students the ability to create bridges between home and school.
Technology has now become an essential tool in modern society. Far
beyond the mere email, search engines, and word processing
software, my students are able to program circuits with an Arduino or
collect data from simulators such as PHET.colorado.edu. I use the
simulators to help students to better visualize the conceptual
applications of physics. I utilize technology for formal and informal
assessments. For example, polleverywhere.com allows me to get the
pulse of the classroom with a check for understanding. It can also be
used to enhance the content literacy inside of science classrooms. I
have an RSS feed where students can read up on new and
interesting topics in physics.

I also incorporate technology through my class website, which
has a list of resources where students can read, write, and practice
their science skills. Students are used to getting their information fast
and technology can exploit that interest and help to keep students
engaged. It is possible to learn content without technology but
technology is a much-needed skill in order to advance through
society. Technology thus serves two purposes, technology for the
understanding in itself and to deliver content in new ways.

In conclusion, I believe in building on students strengths and
interests to design engaging lessons. Involving my students and their
families in the learning process helps to increase participation and
open the lines of communication. I believe that it is important to check
for understanding often and teach students to monitor their own
learning. By keeping open lines of communication, getting to know
my students, checking for understanding, and utilizing available
technology, I am able to design more engaging activities and
differentiate to meet student needs.