Philosophy of Education

“Education breeds confidence. Confidence breeds hope. Hope breeds peace.” – Confucius 

 

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I believe in social justice and empathy having a strong presence in the classroom.  Throughout my career as both a student and a professional, I have been continuously drawn to people who strive to seek perspectives other than their own in order to garner deeper understandings of others’ point of view and value all that equality has to offer.  By embracing and exploring social justice and equality in the classroom, students are provided a safe space where they can explore these topics that are often thought of as sensitive and confusing.  Through the development of these topics, students can be better prepared to enter the  real world and interact with other individuals in more understanding and compassionate ways.

I believe in a creative curriculum that incorporates different types of learning and is scaffolded to all students’ needs and abilities.  Schools should be havens where students look forward to going everyday, where learning is a coveted experience and knows no boundaries.  I believe that a creative curriculum that engages students in hand-on learning through all of the senses provides moments of understanding for all.  By incorporating creative curriculum, learning no longer needs to resemble what Paulo Freire calls “the banking method,” but can be an enriching experience where students are active agents in their own learning.  Creative curriculum is also more flexible, allowing for more scaffolding for students who may need more assistance than others, whereas transactional curriculum views learning as one-size fits all.

I believe that students have as much to offer in the classroom as the teacher.  Our students enter our classrooms everyday with their own unique experiences. To deny these experiences in our classrooms is to deny the child, which is ultimately a disservice to our students, our schools and ourselves.  By allowing students to share their experiences, their prior knowledge, and their understandings, we can actively embrace our students for who they are.  Through this embrace, we are providing ourselves and our entire class with other sources of information, creating room for deeper discussions and inquiry to take place.

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