Mes Philosophies

Fondatrices

Welcome to my corner of educational philosophy, where teaching and learning intertwine with the art of classroom management. I believe that education is not just about imparting knowledge; it's a collaborative journey of discovery and growth for both students and teachers alike. In my classroom, I aim to foster an environment where curiosity is celebrated, critical thinking is encouraged, and creativity knows no bounds. I see myself as a facilitator, guiding students to explore, question, and construct their understanding of the world around them. At the heart of my teaching philosophy is the belief that every student has unique strengths, perspectives, and potential waiting to be unlocked. I strive to create a community where diversity is embraced, and every voice is valued.

These documents highlight the development of educational exploration and empowerment, blending theory with lived experience to further develop my meaningful and transformative learning practice.

I | On Teaching and Learning

I believe that learning is a dynamic process that flourishes when students are given the autonomy to explore, inquire, and construct their understanding of the world. Drawing upon self-determination theory, I am committed to fostering intrinsic motivation by providing students with meaningful opportunities for choice, agency, and self-expression in their learning experiences. By embracing a student-centered approach, I aim to nurture a love for learning that extends beyond the walls of the classroom.

II | Teacher Role versus Student Role

In my classroom, I see myself not as a dispenser of knowledge, but as a facilitator of learning. I believe that my role is to create a supportive framework that encourages curiosity, critical thinking, and collaboration among students. By relinquishing control and shifting the focus from teacher-led instruction to student-led inquiry, I empower students to take ownership of their learning journey. This approach underscores the positive impact of student agency on academic achievement and engagement.

III | Classroom Management Strategies

Central to my classroom management philosophy is the cultivation of a positive classroom climate characterized by mutual respect, open communication, and a sense of belonging. Drawing upon effective classroom management techniques, I prioritize the establishment of clear expectations and routines that promote a sense of safety and predictability. Additionally, I incorporate collaborative learning strategies, such as cooperative group work and peer tutoring, to foster a sense of community and collective responsibility among students.

IV | Goals and School Culture

My overarching goal for the year is to create a classroom environment where every student feels valued, supported, and inspired to learn. I strive to cultivate a school culture that celebrates diversity, equity, and inclusion, where all students have the opportunity to thrive academically, socially, and emotionally. By promoting a growth mindset and resilience in the face of challenges, I aim to empower students to become lifelong learners who are equipped with the skills, knowledge, and confidence to navigate an ever-changing world.

I | Mutual Understanding through Multiculturalism

Learner-educator relationships are the cornerstone of my teaching philosophy. While well-designed courses and engaging lessons are important, they must rest upon a foundation of trust and support within the classroom community. Honesty about goals and expectations is key to building these relationships. I am committed to guiding learners to success and helping them realize their full potential. Establishing prescribed learning goals through the context of relationships with each learner fosters an environment that sets each learner up for success in the classroom, and in life – success being defined by their growth as a student and a person, their breadth in multi-cultural understanding and their concept of failure as a marker of learning. Learners require the trust and profound support of the educator to better acquiesce this perspective and grow along with it.

II | Autonomous Experience

While educator-based educational experiences scaffold and promote student learning, it is the learners themselves that retain and use the experiences they garner from such guidance. Intrinsic motivation is essential in modern education, where extrinsic rewards often overshadow the value of learning for its own sake. To cultivate this motivation, educators must answer why learning matters. It is my duty, therefore, to answer three fundamental questions as an educator: what are we doing; how are we doing it; and why does it matter? The latter of these three inquiries is the most crucial for developing intrinsic motivation. With these questions in mind, creating immersive educational experiences that demonstrate the real-world relevance of knowledge can ignite a learner's passion and drive.

All learners deserve to find their own path to excellence.

III | Success is not Final

Failure is an integral part of the learning process. Educators should reframe failures as opportunities for growth, fostering a classroom environment where mistakes are welcomed and respected. This involves setting clear expectations, encouraging learners to analyze their thinking, and modeling humility in the face of one's own mistakes. Establishing expectations among learners and peers that failure is something to be welcomed. It provides opportunities for both the learner and their peers to learn and grow. Instead of solely focusing on what should have been done, encourage learners to reflect on their thinking processes and choices, inviting them to ask questions like, "What led me to write this, and why did I choose this?" This approach shifts the focus from a punitive mindset to a constructive one. Educators should lead by example and admit their own mistakes. By embracing failure as an integral part of the learning journey, educators can empower learners to realize their untapped potential and develop resilience, turning setbacks into stepping stones towards growth.

My philosophy of teaching and learning is a work in progress, evolving alongside my students' growth and my own development as an educator. It underscores the significance of learner-educator relationships in shaping educational experiences. When learners and educators collaboratively explore new frontiers of knowledge, the possibilities in the classroom are limitless.