Teaching Philosophy: Over the course of a 23 year career, my teaching has developed in stages. The teaching practices grew, changed, and expanded to adapt and embrace new students, environments, technology, and content. Accomplished teachers’ attitudes, regarding both the field of social science and literacy and the profession of teaching, should shine brightly as a beacon on a hill. The positive attitude I possess has enthusiasm, innovativeness, curiosity, and wonderment as its integral components. Exemplary teachers understand their roles in transmitting this attitude to students who pass through the classrooms of their schools. Teachers are so much more than simply avenues of information. Learning is facilitated by utilizing diverse approaches appealing to an array of learning styles and by asking probing, thought provoking questions. The sixth grade curricula approached with a “less is more” viewpoint even though an avalanche of pressure from high stakes testing looms overhead. Depth of knowledge is much more important than breadth. Students must be afforded time to develop deep understandings of major social science and literacy concepts.
All students possess the capacity to learn history and hold the potential to become members of a literate citizenry. I endeavor to awake the curiosity and to train and encourage them to ask meaningful questions about observation of their world and events occurring around them. Although individual students respond to different trigger mechanisms, adolescents desire to be valued and need interactive teachers who offer relevant, rigorous, and demanding curricula. Students should be historical thinkers. It is my desire to challenge them to step beyond their comfort zone and to reach toward their full potential.
Lastly, good teachers routinely practice personal reflection. Reflection is an ongoing, dynamic process which continually seeks, and leads to improved student learning. It is vitally important to reflect upon effective as well as unproductive strategies and goals.
All students possess the capacity to learn history and hold the potential to become members of a literate citizenry. I endeavor to awake the curiosity and to train and encourage them to ask meaningful questions about observation of their world and events occurring around them. Although individual students respond to different trigger mechanisms, adolescents desire to be valued and need interactive teachers who offer relevant, rigorous, and demanding curricula. Students should be historical thinkers. It is my desire to challenge them to step beyond their comfort zone and to reach toward their full potential.
Lastly, good teachers routinely practice personal reflection. Reflection is an ongoing, dynamic process which continually seeks, and leads to improved student learning. It is vitally important to reflect upon effective as well as unproductive strategies and goals.