I
believe in the teaching of individuals, not just the teaching of English.
Though I will hold the title of teacher one day, classroom learning will happen
in spite of me not because of me.
Knowing this to be true, I fully embrace my responsibility to create and
maintain a classroom culture that facilitates positive and authentic learning experiences
for my students. This time belongs to
them, and they deserve someone who cares.
My
priority is to create a community of learners who respect one another’s values
and beliefs and actively engage with one another. We can achieve this through interpersonal
dialogue, class and small group discussion, writing projects, and relevant
personal and community involvement. In
Montana, many students go through their entire school lives together having the
unique opportunity to know one another very well. A level of intimacy such as this lends itself
well to developing loyalty, accountability, motivation, and healthy competition
among classmates. I see myself as a
multilateral facilitator of learning – teacher to students, students to
teacher, students to students.
I
value creativity, fun, and an affective response to knowledge because those are
the components of authentic learning. As
I get to know my students, learning plans will be differentiated and customized
to their individual and communal interests so that they will walk away from my
class having learned something, or better, having considered a new way of
thinking and communicating. I use the
word "learning plan" as
opposed to lesson plan because my goal is to pose questions and provide tools
that challenge students to think critically.
My intent is to amplify their innate abilities to learn in ways that
they themselves recognize and value.
My job is to set
the tone for a safe space to think, create, and share, so that we may learn
together. Students have much to teach me
about ELA content, and even more importantly, ways to maintain and improve
methods of student-centered education.
