Teaching Philosophy

My teaching philosophy is based on the attitude that every student can learn and grow when they are given the right support, and opportunities to succeed. As a special education teacher, I recognize that students come into the classroom with different strengths, challenges, and experiences. Because of this, I believe it is crucial to a student’s success to meet them where they are currently and help them build the confidence to move forward.

I endeavor to make my classroom a place where students feel safe, respected, and valued. I feel that students are more willing to try, ask questions, and take risks when they know their teacher has faith in them. I strive to build positive relationships by listening to my students, recognizing their strengths, and encouraging their progress.

I also believe effective teaching requires patience, flexibility, and high expectations. I value science-backed approaches to instruction, including the Science of Reading, the science of teaching, and the principles of High Reliability Schools. These frameworks help me make instructional determinations that are purposeful, structured, and student driven.  I make learning accessible by simplifying directions, modeling tasks, providing appropriate accommodation for my students’ needs, and giving students opportunities to practice in groups and individually.  I work to challenge students in ways that are applicable and meaningful. My goal is not to make classwork easy, but to make learning possible at all levels.

For me, teaching is about more than helping students improve in reading, writing and executive functioning. It is about helping them develop confidence, independence, responsibility, and self-advocacy. I want my students to see their growth and understand that their voices matter in their education. Ultimately, I believe education should be accessible, meaningful, and empowering for every student.