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Philosophy on Gardens and Classrooms

What Teachers Do
Students are the plants in a teacher's garden; it is our duty to assist in a student's process of self-discovery by creating a secure and comfortable community that cultivates positive relationships with others, where students feel supported in their development as learners. Through education, an individual will receive the tools and skills they need to construct their own success and prosperity. The act of learning is a continual process that does not end with the completion of institution learning; students should be prepared to enter a world of diverse situations and possess the critical thinking skills, adaptability, and problem solving abilities necessary to thrive and adjust to the multiple landscapes they will encounter.

How Do We Create A Positive Environment


The soil of an educational environment requires a strong foundation of high expectations and an idea of togetherness. By constructing a framework based on the student's own bank of prior knowledge, communal success for the students, and high accessibility from the teacher to both students and parents, I believe that such a community can be achieved. I also believe that pedagogical transparency with both parents and students is a vital aspect of establishing myself as a guide working with community of learners that extends both within and outside the classroom. In advancing a students learning, it is imperative for teachers to understand as much about the contributing factors to a student's context as possible in order to create a pedagogy responsive to the specific needs of their community of learners.

How Do We Recognize Different Learners


A garden with more biodiversity strengthens each plant within it. In utilizing the community's differences and the differences of those they learn about, I believe teachers can advance understand about other environments and create an

inclusive, respectful setting in the classroom where all learners feel comfortable sharing their own thoughts and opinions. Though questioning, reflecting, and connecting personal experiences with new information, students can learn to be independent and corporative learners. Teaching students to recognize and celebrate the diversity within their community of learners and America can provide an antidote to the fear of the unknown.

How Do We Incorporate These Ideas Into Practice


Great gardeners facilitate what the sun does best. ELA teachers inspire students to read into different situations and discern meaning and intent from multiple literacy forms in different contexts through making classroom instruction as concurrent with their student's reality as possible. This will come about in the analysis of texts, both contemporary and classic, and through critical learning of that literature. By combining both practice and purpose, I believe that students, through multiple models, will be able to interpret their own information by reading into the different situations they will encounter outside of the school system. It is in this way that I find ELA most compelling; by learning to read into different contexts, students can garner a wide variety of perspectives that encourage critical thinking, one of the most valuable skills with which a student can leave my classroom. Different students require different learning models, and as teachers I think it is important to impart meaning and knowledge through as many means as necessary to raise students up to and above standard education levels. In the classroom, I would provide information in a variety of ways, both visual and auditory. Likewise, assignments would be provided with multiple options to stimulate as many interests as I find in the classroom.

Why We Do It
Each flower's bloom is a gift; each student brings a new perspective that I as a teacher can learn from and a potential that I have the reward to being able to cultivate. In addition, the ever-evolving atmosphere of teaching ensures that I will always be inspired to educate myself on all matters relating to my

students. I hope to help students be the best individuals they can possibly be: to guide them through the wilderness of self-discovery and to show them how to thrive and shine by their own accord. I can not imagine any higher joy than teaching a student to be a better person - of seeing the face of someone who has just learned something that changes how they think, that challenges what they believe ought to be.