Philosophy of learning
I believe that I am responsible for the students entrusted to me in the educational setting.
I am to provide the strongest education and life skills training for all students. It is my duty to advocate and provide the best learning environment for students who may be in need of greater support educationally and emotionally.
I believe that education and learning should be student-centered.
Students learn through investigation, discussion, and reasoning and a highly effective classroom is directed by the learning needs of the students. As modeling and guided practice are implemented consistently, responsibility can subsequently be released as children begin to advocate independently. A positive classroom that engages students with interesting methods for learning will have much higher motivation and achievement.
I believe that the environment plays a large role in the progression of a child, academically and socially.
Intelligence is socialized through community, class learning culture, and instructional routines. Although children come from various backgrounds, education should be accessible to all. An education that communicates the cultural heritage of the students, models good citizenship, and explores universal truths is effective. Lacking social development is accommodated through the inclusion of positive peer interaction, structured social skill lessons, defined behavior procedures and clear expectations for learning.
I believe that higher level thinking skills are essential for increasing student achievement.
Critical thinking is vital in learning; it is beneficial for students to engage in abstract thinking beyond "fact finding". By encouraging critical thinking in the classroom, a habit is developed that combines growth in thinking with growth in content knowledge.The evidence of higher level thinking encourages students to problem solving, learn step by step processing, and take risks in their learning.
I believe that instruction and assessment drive each other.
Assessment is integral to the decision-making and teaching of special educators and it's beneficial use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs, to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Data provides a starting point for learning, whether the focus is behavior change or academic learning. Consistent data collection should tailor instruction and effective classroom assessment systems begin with the end goal in mind. Regular progress monitoring is vital for creating a strong learning environment that encourages students to manage their own learning.
I am to provide the strongest education and life skills training for all students. It is my duty to advocate and provide the best learning environment for students who may be in need of greater support educationally and emotionally.
I believe that education and learning should be student-centered.
Students learn through investigation, discussion, and reasoning and a highly effective classroom is directed by the learning needs of the students. As modeling and guided practice are implemented consistently, responsibility can subsequently be released as children begin to advocate independently. A positive classroom that engages students with interesting methods for learning will have much higher motivation and achievement.
I believe that the environment plays a large role in the progression of a child, academically and socially.
Intelligence is socialized through community, class learning culture, and instructional routines. Although children come from various backgrounds, education should be accessible to all. An education that communicates the cultural heritage of the students, models good citizenship, and explores universal truths is effective. Lacking social development is accommodated through the inclusion of positive peer interaction, structured social skill lessons, defined behavior procedures and clear expectations for learning.
I believe that higher level thinking skills are essential for increasing student achievement.
Critical thinking is vital in learning; it is beneficial for students to engage in abstract thinking beyond "fact finding". By encouraging critical thinking in the classroom, a habit is developed that combines growth in thinking with growth in content knowledge.The evidence of higher level thinking encourages students to problem solving, learn step by step processing, and take risks in their learning.
I believe that instruction and assessment drive each other.
Assessment is integral to the decision-making and teaching of special educators and it's beneficial use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs, to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Data provides a starting point for learning, whether the focus is behavior change or academic learning. Consistent data collection should tailor instruction and effective classroom assessment systems begin with the end goal in mind. Regular progress monitoring is vital for creating a strong learning environment that encourages students to manage their own learning.