Teaching Philosophy
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By implementing the five C’s and 21st Century Skills into my teaching philosophy, I hope to improve transparency and fluidity of knowledge among the students, the school community and myself. The five C’s, which include communication and collaboration, creativity, critical and computational thinking, are most effective when implemented together. Creativity involves using technology and differentiation in the classroom to reach every student rather than focusing on the majority. Students with special needs and English Language Learners (ELLs) need grouping variations and visual and technological support that may improve their ability to grasp the material. Allowing students to communicate and share ideas during instruction, improves their understanding of the material while aiding students who may need additional support. When used fluidly within the classroom, school, and community, collaboration can break communication barriers and create an inclusive, empowering environment. A resource I plan to use in my classroom and have already in my daily life is the Human Rights Campaign Welcoming Schools Program. This Professional Development Program trains elementary school educators to Welcome Diverse Families, Create LGBTQ and Gender Inclusive Schools, Prevent Bias-Based Bullying, and Support Transgender and Non-Binary Students. When we improve the school climate, achievement gaps are minimized and an inclusive and safe learning environment takes precedent. |
I start my lessons with a question or a problem I need help solving, or a mysterious and curious phenomenon waiting to be explained. Beginning my lesson with an engaging group oriented discussion where I am directing the students to take leadership of their own learning. 
I am an advocate for science and history and believe there is no reason why teachers cannot integrate all subjects into one cohesive unit. I teach my students to be observers, researchers, collaborators and critics. I encourage them to question the world around them and to solve the problems to the questions they pose. 
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“There’s a strong need for educators to take a multidisciplinary approach to teach logical reasoning skills to students starting at a young age. American students fall significantly behind their peers in other developed nations when it comes to their ability to problem-solve and use divergent thinking skills: On the creative problem-solving portion of the Programme for International Student Assessment in 2012, nearly 10 percent of students in Singapore and Korea performed well enough to be “highly skilled problem solvers,” while only 2.7 percent of American students earned that ranking.” George Lucas Educational Foundation 2018
