Philosophy
A school is more than a building. It is more than bricks and mortar, classrooms and desks. For many students, school is a refuge, a safe space. School is where they get a hot meal, where they can set their outside responsibilities down for a while. For others, school is simply school. Before we can teach them the lessons they need to reach the next level, we must understand who they are as human beings and build a path to education that supports them as individuals. This is where my teaching philosophy is rooted.
My high school classroom is governed by four core tenets: Understanding my students, creating a safe environment, meeting the diverse needs of all learners, and maintaining an “open door” policy with my students and the adults in their lives. With their basis in Charlotte Danielson’s Framework for Teaching, these “rules to live by” guide every decision I make and every lesson I teach
Understanding my students. I believe that the only way to teach students is to understand who they are and where they come from outside of the classroom. I cannot teach the student being raised on a farm the same way I teach the student being raised in the suburbs just as I cannot teach the student who reads below grade level the same way as the student who reads well above. The way they experience the world is fundamentally different. Without a basic level of understanding of each student, I cannot build lessons that given them the greatest chance for success.
Creating a safe environment. I believe in the need for safe, inclusive classrooms and putting students’ physical and mental safety first. This goes beyond the basic requirements of kindness and following the rules. Students must show respect for me and respect for one another through their words and actions, fostering a safe learning environment for themselves and their peers.
Meeting the diverse needs of all learners. Every student learns differently. By high school, students are already aware of their differences from their peers, and it is my duty as their teacher to help them leverage those differences in a way that points them to educational success. Whether it’s offering an audio version of a book or giving students extra feedback on a paper that will help them refine their writing, I must do what I can to put success within reach of every student who enters my classroom.
Maintaining an “open door” policy. The lines of communication between my students and I are always open. They’re encouraged to come to me with their concerns or problems and we work together to find a solution to overcome those issues without compromising their physical or mental health. For most students, the same applies for the adults in their lives. However, I understand that some students may have difficult relationships outside of school and work with them (and administrators) to identify what to communicate and when, if at all.
As educators, it is our responsibility to lead with empathy. A student who feels limited or unsafe cannot learn. Another student’s difficult home situation may be reflected in their behavior or their schoolwork. If we do not teach every student with love, compassion, and inclusion, we do a disservice to all of them. Teaching high school English is more than just teaching high school English. It is helping our students find themselves; to overcome the obstacles they face in school and at home and reach the personal and educational milestones that will help them succeed beyond the classroom.