Philosophy of Education Teaching is rewarding when a class is transformed into a community.

The first priority I have as a teacher is to establish routines and policies that create a calm, orderly and efficient classroom climate. I am fulfilled when my classroom is regarded as an academic haven. Expectations are met because they are modeled and practiced, the teacher is consistent and fair, and the content is interesting. Free from fear or failure, learners are nurtured in knowing that they can succeed if they try hard. They will notice their abilities and be proud of their achievement. By promoting a climate of caring and trust, I support all genuine efforts by providing clear expectations and reasonable goals. In the end, learning is assessed as individual growth as well as academic achievement. When my students have demonstrated qualities of a life-long learner such as being familiar with their learning style, planning their own projects, openly share their knowledge, and are able to analyze, synthesize and apply, I feel I have done my job in preparing them for college and career. As a math and science teacher, I am responsible for half of the disciplines in the STEM acronym. The other two, technology and engineering, serve as welcoming doors of opportunity for teachers to unveil and culti vate youths natural curiosity. This year has been my first exposure to an in-depth study and implementation of a STEM curriculum and it has proven to be an adventure thus far. After receiving professional development training through a Helios Education Foundation Grant, I jumped at the opportunity to begin facilitating STEM lessons. Like a breath of fresh air, STEM lessons reach so many more students than any single-subject lesson could for these following reasons. First, they offer relevant content. Instead of convincing children they should know this, students make connections with how math and science are applied in real-life. They are inspired with possible career paths as they experience STEM activities. STEM lessons also welcome creative expression. Students often demonstrate their unique talents when students are invited to be themselves. STEM lessons provide an enriching and authentic experience for students to apply their prior-knowledge and use their imagination to create spectacular products. Third, they build community. Learners are guided to express their opinions and listen to others. Conversations start to include academic vocabulary and key ideas. They are unwittingly preparing themselves for the 21st century, making decisions as a group and using teamwork to complete their tasks. Next, STEM education develops thinkers and producers. STEM activities provide opportunities to reach students who are hesitant to participate in a traditional classroom by placing the learning in the students hands. When paper and pencils are traded for more diverse materials, learners are challenged to reason and explore. Last, I have noted that STEM lessons cultivate grit. Posing realistic problems, they create an environment where students grapple with real-world situations in an effort to discover a viable solution. Problem-solving becomes meaningful, as students witness how their diligence through trial, error and reform bring intrinsic reward. As a practitioner, I am currently working on creating a balance between hands-on, project-based learning and direct instruction. My students appreciate the kinesthetic and social aspect of my lessons, however they experience difficulty connecting the experiences to a more direct problem or situation where they are required to excel individually. I am building upon presenting more practical, fundamental skills with assignments that involve analysis, synthesis and application, using effective questioning that challenges learners to move from simple to complex forms of thinking. This style of scaffolding will provide my students with the guided practice needed to be prepared for standardized tests, while the experiential portion will help to bridge the knowledge by providing examples that are meaningful to the learner. The value lies in modeling for students the discipline needed to acquire and practice new skills, while holding high expectations to apply that knowledge in novel ways. The connection to the real-world is evident in this practice and will be significant in their chosen vocations.