Educational Philosophy and Future Goals
I believe every child is capable of learning and growing when given the right support, and I strive to create a classroom environment that nurtures their individual strengths. My work is guided by principles of equity, compassion, and high expectations, and I continually seek to improve through reflection and professional development.
As I look ahead, I am eager to build on the foundations I have laid at P.S. 110. Tenure would provide me with the stability to continue enhancing our school community and developing innovative programs that benefit our students.
Lesson Plans
Lesson planning is the foundation of effective teaching, serving as a strategic roadmap for instruction and assessment. In a classroom with diverse abilities, backgrounds, and learning styles, differentiation is essential to ensure all students engage in meaningful learning experiences.
The HMH ELA curriculum, thoughtfully designed to align with state and national standards, provides a structured yet flexible framework for language arts instruction. Similarly, Envision Math offers a comprehensive approach to mathematical learning, covering essential concepts and skills necessary for academic success.
By implementing strategic differentiation, I can utilize Envision Math resources to scaffold instruction, addressing students' varying proficiency levels and learning modalities. Differentiated lesson planning creates an inclusive learning environment where all students feel valued and engaged, fostering increased motivation and active participation.
MATH Strategies
Centers
Incorporating centers, or stations, into the schedule provides students with additional, targeted practice. Through math and literacy centers, students engage in interactive activities and collaborate with peers. This structure also allows me to work closely with small groups, addressing individual student needs. Activities include building CVC words, practicing sight words, writing and recognizing letters and numbers, and matching objects to ten frames.
We also have technology centers where students can work on i-Ready or Amira, as well as structured literacy centers focused on key reading skills such as chronological order and summarizing—both essential for module assessments and overall reading development. Additionally, an independent station allows students to check their own work, promoting self-assessment and accountability in their learning.
We post this image on our SMARTboard each day so the students know what center they are going to!
OBSERVATIONS
-
![]()
In this lesson, I encouraged students to collaborate and discuss math strategies, fostering deeper understanding through peer interaction.
I strive to help students develop self-assessment skills and reflect on their learning to identify areas for improvement. To support this, I use a color-coded system—green, yellow, and red cards—allowing students to indicate their level of understanding. Based on their responses, I group them accordingly to provide targeted support and enrichment.
-
![]()
In this lesson, I implemented station teaching to provide differentiated instruction in our classroom, a vital component of an ICT setting.
This approach ensures that all students receive instruction at their level, fostering both accessibility and success. The small group format allows for targeted support tailored to individual needs, while the station-based structure creates a safe and encouraging environment where students feel confident, unafraid to make mistakes, and comfortable asking questions.
-
![]()
During this lesson, I worked with a small group of Tier 3 fourth grade students on their writing.
I provided them with a publishing checklist, which they used as a reference while editing their essays. I guided them by asking targeted questions like, “Did you indent?” and “Did you use proper punctuation?” It’s always rewarding to see students take pride in publishing their work and celebrating their accomplishments.
-
![]()
In fourth grade, students develop the ability to self-assess and track their progress using checklists and learning objectives.
They maintain self-assessment folders where they evaluate their own work and place themselves in the appropriate small group based on their performance. This system empowers students to take ownership of their learning while allowing me to provide targeted support to groups that need additional guidance and assistance.
CLASSROOM ENVIRONMENT
Creating a warm and supportive classroom environment is at the heart of my teaching philosophy. I strive to make my classroom a place where every student feels safe, valued, and excited to learn. By fostering a space that nurtures emotional, social, and academic growth, I empower students to actively engage in their learning journey, leading to greater confidence and success.
One of the highlights of our day is our morning meeting—a daily routine that sets a positive tone for learning. These gatherings build a strong sense of community, giving students a chance to connect, share, and support one another. Through meaningful interactions and positive relationships, we create a classroom where everyone feels like they belong and can thrive!
Stepping into the classroom should feel like a second home for both students and teachers. Each year, my goal is to cultivate a safe, welcoming, and engaging space where students are excited to learn and grow. I strive to create an environment where they feel comfortable asking questions, expressing their thoughts and emotions, and truly being themselves. In this space, every student is seen, heard, and valued—not just as learners, but as individuals developing confidence, curiosity, and a love for learning.
