Andrea Shoup

I believe that each child is a unique individual that is capable of success. My classroom, teaching style, and philosophy are all very student – centered as a result. The class environment, class management, and my own understanding of my responsibilities as a teacher also reflect my key understanding that children must be treated as unique individuals.

I believe that each child is capable of success, and has his or her own unique aptitudes that need to be nurtured within the class. Even though there are many students in a class, each one is unique with their own abilities, interests and personal history. It is important to get to know each student, and their family as individuals in order to best serve their unique needs. Because no two students are the same they have very different learning styles and needs. Teaching must be adapted so that each student’s own individual needs are being met. I believe that every student has ability and potential and is capable of success if their unique needs are met. This belief in each student’s aptitude is reflected in the individualized instruction and focus on exploration and discovery that are key components of my teaching style.

My style of teaching reflects the idea that each student is an individual capable of success. By allowing risk, discovery, and inquiry in my teaching, I allow each student to learn from their own strengths, needs, and understanding. I try as much as possible to use project based learning that is open ended and allows students a chance to address projects based on their own learning styles and abilities. For example I had students design models of atoms in science. There were extensions for the project and additional support for those who required it. The students could approach the project how they saw fit. As a result the students have a very substantial knowledge of the model of an atom but more importantly they have the teamwork, research, planning and organization skills that come from such a project. I believe that learning should be fun and engaging, and I try to include as many creative experiences that allow exploration as possible. In addition I try to make projects meaningful and applicable. My style of teaching is student centered and allows individualization, which fits with my central belief that students are unique.

The class environment reflects my teaching style and understanding of students. The classroom is student centered and examples of their work and influence are reflected on the walls. The classroom is structured in such a way that involves differentiation. For example I tend to have students working at all stages of the writing process. I have organizational charts that allow this to occur. In addition language groups are differentiated so that each student is reading at a level that is appropriate for his or her own success. I believe in inclusion. Every student that is assigned to a class has a right to be there and to feel included. I try to support each child. Inclusion is a broad concept that involves including people with varying backgrounds, acceptance levels, cultural backgrounds, and language exposure, as well as the traditional idea of inclusion of people with varying ability levels. All students should be included and supported within a class but also they should feel that they belong. As important as me including students in my class is the necessity to encourage other students to include each other as well, I believe that lessons and discussion should occur around the idea of supporting everyone. Universal accessibility is often a great way to include students. Everyone can benefit from a lot of the accommodations that are needed for some students. This can be as simple as techniques I’ve used like ordering ambidextrous scissors on supply orders. This way everyone gets the same type of scissors and nobody is singled out by getting different scissors because they are left-handed. Sometimes universal accessibility runs a bit deeper, in terms of the lesson planning or class organization and management. I often provide graphic organizers and teach organization strategies to everyone. All students can benefit from being taught to organize, but some, particularly those with learning disabilities need this type of instruction.

In terms of class management I believe in setting expectations in advance and with students involvement so that everyone is aware and has input in the discussion. I tend to have students help me to construct class agreements or class contracts in the first few weeks of school. I try to focus as much as possible on positive reinforcement for behavior and keeping the students involved through discussions and taking part in deciding on a consequence should that become necessary. My belief in individualization extends to class management. Just like no two students benefit from the same type of teaching, no two students benefit from the same type of interactions or consequences so my consequences are flexible based on a student’s needs.

The student is central to my teaching philosophy, and within my classroom, but that still leaves large responsibilities for myself as the teacher. Teaching is a large responsibility that cannot be taken lightly. I am continually growing and evolving as a professional. As such my philosophy, and teaching style and methods will continue to evolve. I am an additional learner within the classroom. I am learning all about my students and how to best serve each and every one of them. Part of that is through ongoing professional development in order to learn more techniques and strategies to best serve my students in this ever changing, developing field.