Teaching Philosophy I am not a teacher, but an awakener.

-Robert Frost My philosophy of teaching is to create an environment that allows for supervised exploration. I believe that the most significant learning occurs in situations that are both meaningful and realistic. As a teacher, I aim to perpetuate knowledge and inspire learning. More specifically, as an Early Childhood educator I introduce students to their first learning experiences and lay the groundwork for the rest of their educational career. I seek a balance in my teaching style between a teachercentered and a learner-centered approach. I encourage students learning environment through positive behavior management. Every classroom presents a unique community of learners that varies not only in abilities, but also in learning styles. My role as a teacher is to give children the tools with which to cultivate their own gardens of knowledge. To accomplish this goal, I teach to the needs of each child so that all learners can feel capable and successful. I present curriculum that involves the interests of the child and makes learning relevant to life. I incorporate themes, integrated units, projects, group work, individual work, and hands-on learning in order to make children active learners. One way I teach to students learning styles is by learner -centered lessons. I believe the teacher's role is to guide, allowing students to navigate their own learning. Therefore, I teach in way to provide access to information rather than acting as the primary source of information. For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations. Learner-oriented teaching promotes learning that is both purposeful and enduring. As a teacher, it is my responsibility to know who my learners are, what kinds of knowledge and experience they bring to the class, and what they want to achieve so that I can tailor a curriculum that fits their needs. Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to one's life during teacher-centered instruction. Developing the curriculum around student interests fosters intrinsic motivation and stimulates their passion to learn. One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study. Given the opportunity for input, students generate ideas and set goals that make for deeper lessons than I could have created or imagined myself. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goal. In order to accomplish our learning goals, I develop proactive, positive behavior support using strategies tailored to my students. My plan is designed to prevent the majority of problem behaviors by applying proactive interventions to all students. Students will learn appropriate skills and behaviors. The goal is to create positive interventions that work in real-life environments. As an educator, I have made the commitment to myself and my students to be the best academic, personal, and ethical role model I can be. It is my goal to have a mutually enriching teaching career by keeping an open mind and continually communicating with my students and colleagues. For myself, teaching provides an opportunity for continual learning and growth. One of my greatest hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning.