Philosophy & Revisions

Learning is a complex cognitive process of acquiring knowledge. The brain decides what content is modus operandi and what will be retained. Which retained knowledge deems the success of our students? That is an abstract response that the student's mastery of skills can only answer. Educational curriculums will inundate students with information on every subject. Students will have areas of strength and need; however, it is their real-world application of these academic, social, and emotional skills that determine their success. My mission is to encourage every student to pursue mastery of their interests and ideal purpose in life. Every student has the competency to metamorphize their curiosity for life skills into the willpower to draft their lives. Students are lifelong learners who will traverse adversities but through higher-order thinking and peer collaboration, they have the resources to excel in any hardship. I value the sheer strife to continue learning in life. The dedication to achieving academic excellence is a virtue that I admire. Success is exhibited in many forms and my mission is to support every form of student success.

 

Every classroom activity is designed to foster the inclusion of the student's culture, heighten moral values, and construct lessons on diversity. The desire is to have coexistence by having meaningful interactions. I value uniqueness because it is the individual quality exclusive to a person. Furthermore, I believe that everyone is an architect of their own life; they are given the resources and it is their judgment and diligence that will construct their legacy. I aspire for each and every one of my students to become their own paragons.

 

In my care, students will be provided the resources, instruments, and opportunities to engage successfully in lesson plans, activities, and assignments. At the end of the year, students should have achieved grade-level mastery and become obsequious learners that are inquisitive of the mundane operations of life. The ideal teaching day consists of collaborative discussions that develop schema, self-monitoring to determine progress, but overall enjoying reaping the benefits of education. As a result, students should acquire a skill of their choice that they would like to build their future. The ideal student has the discipline to be respectful, and responsible as well as the readiness to learn all with a positive mindset. My students need to challenge themselves to think critically and find solutions to problems. The instructional approach that I take is to allow them to have a healthy struggle. The goal of this strategy is to solidify ethical independence. 

 

The Common Core Standards are the epitome of curriculums since it harbors the core of mathematical and English guidelines for understanding fundamental operations. The lessons are created with the intention to be student-led while bridging English language development. Constructive social interactions in decentralized and egalitarian groupings propel their leadership to the apotheosis of intelligence. I shall inspire students to become leaders for their community, embracing relationships and emancipating the belief of a fixed mindset in favor of a growth mindset. Each lesson has a driving question that is multidimensional that elicits neoteric. Students will learn how to build automaticity. 

 

Universal Design for Learner offers a plethora of techniques that cultivate engagement, representation, action, and expression. My belief is that the classroom should be student-led and teacher-mentored meaning that students must regulate their behavior and manage their time with the interest to become scholars with the civil duty of being an asset to the community. Whether asynchronous or synchronous, every stage of learning will use meaningful interactions. Parents are crucial in the growth of their students thus they have an open invitation to elucidate their mentees on the realities of worldly problems. 

 

Students are natural-born explorers and I am at the disposition to provide advice to propel the next level of understanding. Students can be described as surrogate children so long that they are in my care, I must safeguard them as a whole. Students must be taught to surpass the detriments of their predecessors. I vowed to work with children to ensure the protection of human ethics. Assessments will be conducted in various forms on a daily, weekly, and monthly basis. Formal and informal assessments are meant to contribute immediate feedback, gather essential data for a support system, and keep a running record for the preceding year. Grading students is based on correction rather than completion. An assignment completed with great accuracy is more significant than repeating the content with constant errors. A percentage scale is the evaluation system that I will use to assess students' knowledge. This decision is to maintain fairness in value and balance. Impartial and just, the criterion-referenced grading demonstrates precise reflectiveness. 

 

Educators can never stop learning. New methods, strategies as well as foundations for education continue to develop and I will invest my being to attend seminars or training to keep learning. My goal is to try a minimum of ten new activities yearly. My skillset continues to expand as I internalize new experiences. Collaborating with my peers is the way that I must be held accountable in order to reach optimal effectiveness. Students are sincere with their opinion therefore any implications of unmet goals must be addressed immediately. My credence of education is ever-changing, but I always seek the most elite instructional standards. I know that I am successful when the students achieve their purpose. 

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“I have realized that the past and future are real illusions, that they exist in the present, which is what there is and all there is.”

-Alan Watts