Conceptual Framework

My philosophy on education is quite a simple one: in order to touch a child's mind, you must first touch their heart. It is very important for children to know that they are safe and that they are loved once they walk through my classroom doors. Some of the ways to ensure that this happens is by putting into place some of the practices of the North Eastern Foundation for Children and the Responsive Classrooms' approaches. Believing that the social curriculum is just as important as the academic curriculum is the cornerstone to creating a safe and loving environment. Through encouraging language and class meeting, children feel safe to take risks (both social and academic) and know they will be supported by their classroom family.

Hand in hand with the Responsive Classrooms approach, Harry Wong's teachings on procedures are a must to incorporate. If the first several weeks of school are dedicated to learning and practicing procedures, then your class is set up for success.

In the past several years, technology has become an ever increasing presence in the classroom. It has presented many meaningful opportunities to enhance learning outcomes across the curriculum. It is in use throughout our year by means of the Activ Board, interactive websites in Math and Language Arts centers, the computer lab for research, student created PowerPoints, blogging on the story of the week, and a myriad of laptop lessons.

Classroom assessment has likewise morphed considerably over the last few years. It has gone from answering rote questions on a worksheet to anecdotal records and rubrics. I have been amazed at how students respond when they are given rubrics to complete projects. Moreover, their ownership in the work and the outcome skyrocket when they participate in the creation of the rubric itself.

Teaching is a calling, not simply a job. It is incumbent upon all educators to continue to learn and grow right alongside their students in order to reach their hearts and minds.