My classroom management philosophy is to cope with disruptive behaviours and manage distraction by using engaging strategies that build positive, compassionate classroom communities.
Creativity and talent development
Students all develop their abilities differently, and their learning experiences should reflect how they learn. I work from the concept that all students desire creative learning experiences, some talents require additional enrichment, and a few have distinct gifts that require specialized development.
Giftedness is considered an exceptionality within Ontario’s special education programs and services. But what exactly is a gifted student? And what are their special needs?
Culturally responsive teaching
I engage students by connecting to and honoring their cultures, experiences, and backgrounds.
I prepare lessons and units that respond to student interests, learning preferences, and readiness, regardless of differences in ability.
Ethical decision making
In order to develop open-mindedness, moral thinking skills and authentic empathy, I design activities where students think through problems or difficult knowledge and then document their thought process within an ethical framework.
I design lessons and projects that allow students to learn through experience and then reflect on those experiences.
I use a range of formal and informal assessment procedures during the learning process to modify and improve teaching and learning activities for students.
Instead of just presenting facts, I use questions, problems, and scenarios to help students learn through their own agency and investigation.
I develop lessons that bring together separate disciplines around common themes, issues, or problems.
A brief overview of how Howard Gardner’s theory offers better understanding of students’ intelligence and greater appreciation of their strengths.
I connect learning with community, developing student experiences and problem-solving opportunities rooted in local arts, culture, environment, and history of a particular place.
I combine experiential and inquiry-based learning for classroom projects that explore and address real-world challenges and problems. Whenever possible, for summative assessments, I also prefer projects over exams and tests.