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I am motivated by the challenges I faced as a student and the mentors who positively shaped my life. Growing up in a turbulent environment impacted my emotional regulation and executive functioning, leaving me feeling disconnected from academics. I gravitated towards my artistic abilities, which reinforced a fixed mindset about my potential in other subjects.

As an adult, I reframed my perception of failure and recognized my ability to grow in all areas. This personal journey, combined with my love for asking questions and connecting with others, drives my passion for teaching. Having experienced exclusion and self-doubt, I am committed to creating a space where all learners feel included and valued, regardless of their background. I will engage in ongoing research, workshops, peer collaboration, classroom bias audits, and self-reflection to ensure equitable learning practices.

I empathize with the challenges students face and understand the profound impact a supportive learning environment can have. My goal is to create a classroom where students feel safe, encouraged to think critically, and supported in both their academic and emotional growth.

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Our classroom is a safe and supportive environment where all students contribute and feel they belong. At the core of my teaching philosophy are themes of self-discovery, family, and community, explored through lenses of ability, culture, economic class, gender, and racial identity. I believe in culturally responsive teaching that incorporates Universal Design for Learning (UDL) to meet diverse student needs. This includes physical accommodations, such as flexible seating, and instructional methods that ensure learning is accessible to all.

The classroom environment will be visually collaborative, continuously evolving with student input. Visual materials and literature will reflect the diversity of our students and support both their academic and emotional growth.

I actively seek partnerships and open communication with families to strengthen our classroom community. I will provide resources and opportunities to support this collaboration, ensuring we serve students as a united front.

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STUDENTS

Engage in Learning: Participate in exploration, discussion, and self-reflection, building on their background knowledge and experiences.

Lead and Collaborate: Develop leadership skills, advocate for themselves and others, collaborative learning.

Discover and Grow: Explore their identities and take academic risks in a supportive space that addresses systemic barriers

TEACHERS

Facilitate Learning: Guide exploration and critical thinking, using scaffolding in students’ Zone of Proximal Development (ZPD) to promote independence.

Ensure Safety: Create a safe, inclusive space where all students feel accepted and empowered.

Adapt to Needs: Universal Design for Learning (UDL) and culturally responsive practices to address diverse needs.

CAREGIVERS

Collaborate: Engage with their child’s education in ways that fit their circumstances, contributing unique perspectives from home to support development

ADMINISTRATORS

Promote School Culture: Ensure a safe, inclusive, and equitable school-wide environment.

Support Teachers: Provide resources and professional development for culturally responsive teaching that supports diverse learners.

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My philosophy is a blend of Sociocultural Learning Theory and Bronfenbrenner’s Ecological Framework, which considers the multiple environmental factors that influence a student’s development. I see learners as innately curious and believe in the importance of background knowledge and collaboration. My role as a teacher is to provide experiences that balance challenge and support, fostering growth through scaffolding and gradually reducing assistance as students build confidence.

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Culturally Responsive Curriculum - Materials reflect cultural, racial, and socioeconomic diversity of the students, ensuring that all students see themselves represented in the learning content.

Flexible Curriculum Design: Adapted based on student feedback and ongoing reflection.

Inclusive Learning Tools: Universal Design for Learning (UDL) principles: flexible seating, varied instructional methods, and diverse formats to accommodate different learning styles and needs.

Scaffolded Learning: Design lessons that gradually reduce teacher support as students grow more confident in their abilities, promoting challenge and independence through the Zone of Proximal Development (ZPD).

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Social-Emotional Learning (SEL): Activities that focus on emotional regulation, resilience, and collaboration. A classroom culture that prioritizes mental well-being.

Family + Community Engagement: Strong home-school connection: Beginning of the year survey, weekly newsletters, volunteer support, and office hours.

Collaborative Learning

Think-Pair-Share - think about a question, pair up with a partner, discuss with whole class

Reading Buddies - stronger readers support less confident readers, building literacy skills + teamwork

STEM Challenges - Hands-on activities such as building structures with blocks or simple machines, problem solving and working together for common goals

Math games + centers - small group rotations to solve problems + explain reasoning with peers

• Word Work - collaborative writing, story building, teamwork

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Student-Centered Assessments - Formative assessments that emphasize growth over grades, such as portfolios of work and reflective journaling

No HW Policy - Regardless of home environment or resources - time to rest, engage with family, or pursue other enriching activities. Promotes balance

Not all students have access to quiet spaces, technology, or support

Mental health - lessen anxiety + improve well-being

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This philosophy promotes an inclusive, equitable classroom where all students feel valued and supported, with culturally responsive teaching and Universal Design for Learning (UDL) ensuring access to diverse learners. Scaffolding and social-emotional learning (SEL) foster both academic growth and emotional resilience, empowering students to take ownership of their learning. By prioritizing collaboration, well-being, and strong home-school connections, this approach creates a joyful, balanced learning environment that nurtures the whole child.

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Note taking device - student thinking about what they KNOW, WANT TO KNOW, LEARNED

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Discussion technique to work in smaller groups, share and respond to ideas.

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Use a Gallery Walk format for students to get feedback on their work. Hang student products, such as drawings, visual representations, poster projects, etc. Students, individually or in groups, rotate around the room and provide feedback to the creator of the work.

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Families tell you about their children.

Student Name:

1. Tell me about pets/siblings/family members

2. What does your child love about school?

3. Does your child have any struggles outside of school that would be helpful to know about?

4. Other important things to know about your child

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Eat lunch with students, play with at recess, early breakfast or movie night, go to dance recitals etc.

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Communication between classroom + families, helps build partnership by offering insights, promoting engagement, and reinforcing community (Friday or Mon AM)

Classroom highlights - key activities / projects from the week

Upcoming Events/Dates - field trips, assemblies, school events

Learning Focus For the Week - brief outline of subjects + topics students will be focusing on - math concepts, reading themes, science / social studies etc

Student Achievements - highlight student accomplishments: academic, behavioral, personal growth

Ways to support learning at home - tips + activities to reinforce learning at home, aligned with current classroom content (optional)

Family Involvement - community resources + programs that may benefit families - local events, after-school programs, support services

Social-emotional learning tips - tips for supporting students’ emotional well-being + development, aligned with SEL practices

Teacher Contact Info/Office Hrs - reminders of how families can reach out for questions/concerns and best availability

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Builds classroom community, promotes SEL, sets positive tone for the day, enhances communication skills, reinforces classroom expectations, boosts engagement

Go around saying hello to everyone in the circle, feelings check-in 1-5, quick learning related game or warm-up

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Provides students a safe space to manage emotions + self-regulate when feeling overwhelmed, promoting emotional well-being + minimizing disruptions. Self-awareness + healthy coping strategies

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General: Co-creating rules with students creates greater investment. Student brainstorm, contract, and signatures.

Fidget: Accommodation for students that need a fidget as a tool

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Respectful: Treat classmates, teachers, and classroom materials with kindness and care

Responsible: Take ownership of your actions and do your best work.

Safety: Move carefully and follow directions to keep everyone safe.

Ready to learn: Prepared to participate with an open mind and positive attitude.

Team Player: Work collaboratively and help others when needed

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Helps with organizing supplies, lining up, and managing attendance and lunch orders.

Each student will be assigned a number, which will be displayed on their name tags for easy reference. Students will line up in numerical order, and their cubbies, backpack hooks, supplies, and technological resources will be organized according to their assigned number.

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For getting a tissue, water, indicating “me too”, asking questions, or requesting to use the bathroom.

These signals minimize disruptions by allowing students to communicate non-verbally without interrupting the lesson and encourage self-regulation. Visual reminders on the board ensure consistency and provide a quick, easy reference for students.

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Provides structure and predictability, helping students manage their time by setting clear expectations. It improves focus and behavior, supports smoother transitions, and maximizes learning time.

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Promote responsibility, build independence, enhance teamwork, boost self-esteem, develop life skills (organization, time management, cooperation), sense of belonging (inclusivity).

Line Leader

Morning Meeting Leader

Pencil Sharpener

Calendar Helper

Snack Helper

Breathing Leader

Kindness Collector

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Classroom Breathing Exercises and Kindness Collecting

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Classroom Breathing Exercises and Kindness Collecting

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This routine takes place after every recess, with students assigned the roles of Breathing Leader and Kindness Collector to encourage leadership and choice.

Students are assigned the jobs of Breathing Leader and Kindness Collector to help facilitate choice and leadership

Breathing leader:  Selects a breathing exercise previously introduced to the class and gives the “Go” and “Stop” cues to start and end the activity.

Kindness Collector: Gathers five acts of kindness observed during snack or recess.

These activities help calm restless energy and improve focus, promoting emotional regulation, mindfulness, and establishing a predictable, calming routine.

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Options of floor or desk for more autonomy and movement (provide clipboards and floor space for group time).

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DIGITAL LITERACY

Focus on essential skills like typing, navigating assessment tools, and online research. These abilities will help students develop proficiency using technology.

EQUITY IN ACCESS

Students who lack access to computers at home can use classroom resources to practice digital skills. This will help bridge the digital divide and prepare for a tech-driven world.

PROMOTE SAFE ONLINE BEHAVIOR

Teach students about anti-cyberbullying and the importance of respectful online practices.

PERSONALIZED LEARNING

Math and reading games, vocabulary activities, and self-paced learning to reinforce key concepts

SOCIAL-EMOTIONAL SUPPORT

Digital brain breaks, mindfulness apps to help manage stress and maintain focus

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Cassetta, G., & Sawyer, B. (2015). Classroom management matters. Heinemann.

Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for young children and ourselves (2nd ed.). National Association for the Education of Young Children.

Tompkins, G. E. (2017). Literacy for the 21st century: A balanced approach (7th ed.). Pearson.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2018). Elementary and middle school mathematics: Teaching developmentally (11th ed.). Pearson.