I started my teaching career at a Reggio Emilia-inspired school on a 120 acre campus with a barnyard, woods, and streams. The beautiful child-centered, art-appreciating, nature-loving environment helped form my passions as a teacher.
Every child is different and deserves to have their individual interests, learning styles, developmental capabilities and readiness, dispositions, and backgrounds met with purposeful meaning. A vital key to supporting children’s growth is to understand how these contextual factors contribute to children’s motivation. Intrinsic motivation is necessary for children to enjoy learning. Self-motivation will help children receive a higher education, develop high morality, and become life-long learners. My goal as a teacher is to help children develop intrinsic motivation and through that a love of learning. In addition, I want children to know mistakes and failures are okay and are opportunities to grow. I think embracing this growth-mindset will help children be motivated, courageous, and resilient learners.
A large contributor to my goal comes through classroom management that does not include punishment and reward systems. I try to use student created rules/agreements and natural consequences. I do not believe in quick-superficial discipline techniques. Instead, I focus on working along side the child to truly understand the source of the problem and come to a deep solution. Helping children recognize how they are feeling and why will in turn help them come to a better understanding of themselves. As that occurs, it is easier for children to make more continuous decisions on how to react appropriately.
Another vital part of supporting children’s development is to create an environment that makes the classroom a relaxed, but intentional place that children can rely on being respected, empathized, and supported. My goal is to have a creative-inspiring classroom; I look intentionally at the materials and include nature and open-ended/loose parts. The classroom changes regularly based on how the children interact with it. I try to communicate the children's value through what is put on the shelves and walls.
Also, I strongly believe in children participating in the learning process. When children learn about their interests, learning becomes a much deeper experience that will be meaningful and long-lasting. The children and I go on a journey of collaboration together. With a negotiated curriculum, documentation becomes vital in planning. Through anecdotal notes, pictures, and videos, teachers and children can reflect and project where to go next. That documentation can make the learning visible.
Finally, I believe supporting family and community connections. To keep families informed I keep an ongoing blog that encourages parent input in the classroom. I send letters or emails telling families positive stories about their children. Expanding on the short letters or emails, I have also started delving into learning stories that create a more complex insight into the positive image of each child. I look to parents as another source of insight into their children’s intricacies. Families can also be a part of learning process through their input and expertise. I try to arrange field trips and expert-visits whenever a connection is fitting. To further promote family involvement, I send home a volunteer questionnaire to understand how parents want to be involved.
Every child is different and deserves to have their individual interests, learning styles, developmental capabilities and readiness, dispositions, and backgrounds met with purposeful meaning. A vital key to supporting children’s growth is to understand how these contextual factors contribute to children’s motivation. Intrinsic motivation is necessary for children to enjoy learning. Self-motivation will help children receive a higher education, develop high morality, and become life-long learners. My goal as a teacher is to help children develop intrinsic motivation and through that a love of learning. In addition, I want children to know mistakes and failures are okay and are opportunities to grow. I think embracing this growth-mindset will help children be motivated, courageous, and resilient learners.
A large contributor to my goal comes through classroom management that does not include punishment and reward systems. I try to use student created rules/agreements and natural consequences. I do not believe in quick-superficial discipline techniques. Instead, I focus on working along side the child to truly understand the source of the problem and come to a deep solution. Helping children recognize how they are feeling and why will in turn help them come to a better understanding of themselves. As that occurs, it is easier for children to make more continuous decisions on how to react appropriately.
Another vital part of supporting children’s development is to create an environment that makes the classroom a relaxed, but intentional place that children can rely on being respected, empathized, and supported. My goal is to have a creative-inspiring classroom; I look intentionally at the materials and include nature and open-ended/loose parts. The classroom changes regularly based on how the children interact with it. I try to communicate the children's value through what is put on the shelves and walls.
Also, I strongly believe in children participating in the learning process. When children learn about their interests, learning becomes a much deeper experience that will be meaningful and long-lasting. The children and I go on a journey of collaboration together. With a negotiated curriculum, documentation becomes vital in planning. Through anecdotal notes, pictures, and videos, teachers and children can reflect and project where to go next. That documentation can make the learning visible.
Finally, I believe supporting family and community connections. To keep families informed I keep an ongoing blog that encourages parent input in the classroom. I send letters or emails telling families positive stories about their children. Expanding on the short letters or emails, I have also started delving into learning stories that create a more complex insight into the positive image of each child. I look to parents as another source of insight into their children’s intricacies. Families can also be a part of learning process through their input and expertise. I try to arrange field trips and expert-visits whenever a connection is fitting. To further promote family involvement, I send home a volunteer questionnaire to understand how parents want to be involved.