I strive to provide a place for exploration and self-discovery where students can gain comfort and confidence in their voice as they take ownership of their learning. In my classes, I create an environment where students of all abilities and backgrounds can come and succeed. In knowing that they are not expected to achieve perfection on their first try, students confidently step beyond their comfort level and dig deeper into the content.  I am passionate about grounding my teaching and classroom in equitable, inclusive, and anti-racist practices.

 

To discuss diversity is to discuss diversity of all identifiers: race, ethnicity, ability, gender, and more. I believe that in the right environment all students can learn and thrive and that it is my job to create a classroom space that provides that environment. Students cannot learn when they are angry or distrustful, but when they feel comfortable and respected they will participate and push themselves. Above all, I trust my students - to show up, to do the work, to engage as they can - and they return that trust. I engage with my students as individual human beings, each with their own values, motivations, and beliefs.  By approaching my students from a position of collaborator, not punisher, I create a classroom environment where students can safely bring their whole self to school.

 

I work to help students become critical thinkers who can take in and synthesize information from the world around them in order to make empathetic and informed decisions. I intentionally create a culturally responsive classroom by providing opportunities to see the missing perspective in the room. Through curating course materials I can highlight cultural experiences different from those of the students in my class, allowing for the exercise of perspective taking, empathy, and cultural awareness as students strengthen their subject-specific skills. In an English classroom, students should be exposed to texts that provide them a diversity of perspective. Using different cultural stories to teach the skills of writing, analysis, and comprehension allows for the simultaneous exercise of perspective taking, empathy, and cultural awareness. These skills are transferable to both academic disciplines and social interactions and are supported by the curriculum.  My students have passionately researched and written about climate change, ethnic identity, racial justice, and gender equality both locally and globally.

 

I believe that through equitable grading, rubrics and assessment, and the power of immediate and focused feedback, students of all abilities can succeed in the classroom. I ground my teaching practice in the framework of Universal Design for Learning, designing lessons that allow for multiple entry points of engagement and displays of knowledge. Whenever possible, I give students a choice in how they wish to display their learning - for example, an analytical project that allows for a final project to take the form of an essay, podcast, book trailer, or series of letters. Regardless of the skills being worked on, I give students formative feedback and work with them to develop and advance their abilities. When a student has a belief, learns facts contradicting that belief, and then adjusts their thinking to include new information, learning has taken place. 

 

My classroom creates opportunities for the students to engage through meaningful, active learning that is relevant and applicable to the student’s life. In a collaborative, safe, and inclusive environment, my students hook into the curriculum through their own experience and remain engaged as they begin to learn other perspectives. Students leave my classroom with the skills to apply their knowledge and understanding not just to technical information but also to people and situations, thinking and responding critically and empathetically to the world around them.

 

As I often tell my students: I believe that they are competent, capable, and in control, and I can’t wait to see what they choose to do next.