As an educator, I believe in education’s ability to feed the soul. I believe words, numbers, ideas, art, and music all help people come to understand greater truths about themselves and the world, and those truths inform their place in the world. I believe teachers make a difference, and I know my teachers shaped the direction of my life through their guidance and encouragement. I too want to help guide the lives of my students. I want to encourage my students to push themselves, to understand themselves, and to make the world a better place.
As an English teacher, I believe in showing, not telling. I believe in the power of words to teach, to inform, to persuade. I believe literature expands our students’ worlds and connects humankind. I believe in the power of words to communicate. I believe good communication is one of the most important keys in understanding one another and avoiding conflict on any scale. In a digital age, an age where communication flies across the world at the click of a button, I believe clear written communication is more important than ever before in history. I believe literature helps us all understand history, and how to avoid repeating it.
As a classroom leader, I believe in leadership by example. I believe the classroom is a microcosm of the community, therefore the world. In a classroom, students either learn to trust and believe in themselves, or they learn to be guarded and simply survive. A classroom should be a safe environment where students can create, share, learn from, and support one another. I believe the teacher sets the tone for a classroom community, and students follow suit. I believe the interpersonal skills students learn in an enriching classroom community are carried with those students even after they leave.
As a guide to greater learning, I believe in differentiated instruction. I acknowledge different learning styles, and value unique ways of constructing meaning. I believe it is my role as an educator to accommodate processing levels, learning styles, and modes of output. I believe that just as each student has a unique personality, they have a unique way of demonstrating their skill mastery; both should be valued. I believe student engagement is the key to meaning making. It is my job to engage my students based on my understanding of their interests and skill levels. I believe my greatest asset in student engagement is technology.
As a new teacher, I believe I have been fortunate to have found my calling. Teaching is a great responsibility, but it is also a great joy. I believe my students will constantly challenge me and help me grow as an educator. I hope I will constantly challenge them and help them grow as kind, thoughtful, and productive human beings. I know I will never tire of finding the best ways to engage my students so they can make connections between the skills and content we cover in the classroom and the world at large. I know I will never be done.
As an English teacher, I believe in showing, not telling. I believe in the power of words to teach, to inform, to persuade. I believe literature expands our students’ worlds and connects humankind. I believe in the power of words to communicate. I believe good communication is one of the most important keys in understanding one another and avoiding conflict on any scale. In a digital age, an age where communication flies across the world at the click of a button, I believe clear written communication is more important than ever before in history. I believe literature helps us all understand history, and how to avoid repeating it.
As a classroom leader, I believe in leadership by example. I believe the classroom is a microcosm of the community, therefore the world. In a classroom, students either learn to trust and believe in themselves, or they learn to be guarded and simply survive. A classroom should be a safe environment where students can create, share, learn from, and support one another. I believe the teacher sets the tone for a classroom community, and students follow suit. I believe the interpersonal skills students learn in an enriching classroom community are carried with those students even after they leave.
As a guide to greater learning, I believe in differentiated instruction. I acknowledge different learning styles, and value unique ways of constructing meaning. I believe it is my role as an educator to accommodate processing levels, learning styles, and modes of output. I believe that just as each student has a unique personality, they have a unique way of demonstrating their skill mastery; both should be valued. I believe student engagement is the key to meaning making. It is my job to engage my students based on my understanding of their interests and skill levels. I believe my greatest asset in student engagement is technology.
As a new teacher, I believe I have been fortunate to have found my calling. Teaching is a great responsibility, but it is also a great joy. I believe my students will constantly challenge me and help me grow as an educator. I hope I will constantly challenge them and help them grow as kind, thoughtful, and productive human beings. I know I will never tire of finding the best ways to engage my students so they can make connections between the skills and content we cover in the classroom and the world at large. I know I will never be done.