Kindergarten, Friendship Armstrong Elementary

“Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.” – Robert John Meehan

At the core of my teaching philosophy, I believe every child can learn and become a productive, confident, successful member of society when given appropriate skills and knowledge. I became a teacher to positively impact children’s lives, promote a love of learning, teach them to be critical thinkers, and utilize their individual skills. Teaching has allowed me to not only be creative in my day-to-day instruction, but also to play different roles and characters with my students to encourage their curiosity and build their understanding of themselves and the world around them. My mission is to instill a love of learning in each of my students and provide them the tools to succeed. Parents are a key part of educating the whole child. The positive impact that consistent lines of communication between school and home and the full investment from families and teachers have on children is immeasurable.

PreK-3 to 1st Grade, Special Education Specialist, Friendship Blow Pierce Elementary

“Teach me my most difficult concepts in my preferred style. Let me explore my easiest concepts in a different style. Just don't teach me all the time in your preferred style and think I'm not capable of learning.” – Virleen M. Carlson

As a young child, I recall feeling bored in my classes. I mastered concepts and completed my work quickly. Left with idle time, this led to disruptive behavior that distracted my classmates. Reflecting on my elementary school teachers’ difficulty in challenging me, I recognize the importance of differentiated instruction. My scholars are each unique and require a stimulating secure learning environment that allows them to grow intellectually, socially, and emotionally. As a special educator, I review and analyze accommodations to ensure our exceptional learner’s needs are being met at their levels of readiness. Accommodating their needs to propel them forward, while recognizing that the methods I use will vary, is how I nurture their growth.

3rd Grade Math, Friendship Chamberlain Elementary

There's a bulletin board in my classroom that reads, "Teach Like Their Lives Depend On It." This statement is my teaching philosophy and reflects my reason for stepping into the classroom. I first obtained the opportunity to work at Friendship Chamberlain as a young naive 22-year-old. In that moment I realized I needed to work hard to become a teacher who enables success for all students. As a teacher, I hold my students and myself to high expectations. Inside the classroom, we are a team, working toward a goal together. Neither of us can give up. My journey to teaching started because I wanted children who looked like me with similar circumstances to have options. When I was a child someone saw in me that I could be great, and I want my students to have that same opportunity. I believe without a doubt that education opens doors and closes the poverty gap. It leads to healthier and longer lives. Most importantly, education leads to stronger families. I know if I can reach the child, I can reach the family, which will impact a generation.

9th Grade Math, Friendship Collegiate Academy

Growing up in a household filled with educators, I was exposed to diverse teaching styles that shaped my teaching practices. I believe education means being free to explore, think critically and logically, have an open mind, and accept errors as a way to reflect and respond accordingly. My philosophy of education is a combination of beliefs called Eclecticism, including Essentialism and Progressivism. Students are intrigued as they learn skills they will need for a lifetime. On any given Friday my classroom is not your typical math class. I use brainteasers and logical puzzles to help students get their brains flowing for the lesson of the day. Students truly enjoy these games that spark their interests and have them look at things from a different perspective. I can recall the first time I heard one of my students call out, “How am I going to use this in real life?” The very next day, I launched my Project Based Learning (PBL) Pre-AP lessons. With PBL projects, students become totally immersed by using content knowledge to solve real world challenges.

6th Grade ELA, Friendship Southeast Middle

Education, in my opinion, is a platform for opportunity that creates options and allows us to make choices that eventually frame our destiny. It has been my saving grace. During my freshman year of college, my academic advisor told me I was unlikely to graduate college because with my family dynamics and upbringing, the odds were stacked against me. To the outside world it appeared I should be a statistic, however falling prey to my environment was not an option. I explained to the advisor that I had decided long before her “advice” that the circumstances of my birth would not determine my outcome in life. I apply this belief to every student, every day. To me, education is a sacred work never to be entered into lightly. I have the responsibility of preparing children for a world that has not yet arrived. That means I must teach to the future in every child, assess where they are, and project where they need to be. Then I can build the bridge constructed of transferable skills and abilities for them to make the connection.

10th Grade Math, Friendship Technology Preparatory Academy

"Come to the edge. We might fall. Come to the edge. It's too high! COME TO THE EDGE! And they came. And he pushed. And they flew." - Guillaume Apollinaire

This poem reflects my philosophy, because teaching is showing children they can fly, regardless of their fears and doubts. Teaching mathematics to high school students can be extremely challenging. Many enter my classroom with negative emotional baggage about their ability to perform well in a math class. My challenge is to get them to understand they can get “smarter” in math. "Smart" is not something that a person is or is not. I tell my students they can "grow their brain” with practice and should not compare themselves with anyone else, because we all learn differently. My goal every year is for my students to succeed and improve the way they think about their role in their academic growth and achievement. I have high expectations for all my students by holding them accountable for their learning environment and data and building a growth mindset around their level of mastery.

3rd Grade Math, Friendship Woodridge International Baccalaureate

I was always a top scholar in my early school years. I loved to learn and loved my teachers. Unfortunately, in fifth grade I had a teacher who didn't seem to care whether we learned or not. While I still received A's and B's, it hindered me in the long run. Math stopped making sense, and I was convinced I wasn't good at it. I fell behind in middle school and did so poorly in high school Algebra I had to attend summer school or repeat the course the following year. Then as a college freshman, I was told I had to take a mandatory remedial math class. As teachers I believe we have to make math accessible to everyone. That means differentiating materials for all learners. I think back to my fifth-grade self and wish someone had made math accessible to me. Every year some scholars may be considered "too hard to handle." When they walk into my classroom, I give them the opportunity to make a name for themselves. I especially enjoy hosting a "lunch bunch," when scholars can come upstairs and eat lunch with me. One time nearly the entire class was there.