Students at the Center of Their Educational Experience
“Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference.”
- Maria Montessori -
Philosophy Statement
I believe my primary role as a middle school teacher is to create and maintain a student-centered classroom where I serve as an educational guide who assists young adolescent students in feeling inexorably linked to their classroom and their community of learners by experiencing hands-on lessons and by creating a supportive environment where they know with certainty their teacher supports and cares about them.
Young Adolescents (YAs)
A Tumultuous Developmental Time
Middle school students go through enormous cognitive and unrelenting developmental changes so I will carefully observe, remain patient, and steadfast in my support of each student’s unique needs. Depending on the schedule, block verses periods, I will make time for snacks so my hungry YAs can fuel their changing bodies. YAs are also struggling with their identity, relationship with peers, and fitting in. I believe incorporating advisory activities at the beginning of class where students can share something with the class or where the entire class engages in a fun task is important to establish a unified classroom. I will ensure my students know I am available to listen and guide them should they need more than help with academics. For example, if a student tells me they are looking for a LGBTQ+ support group, I will reach out to the counseling department or appropriate administration to get information. I want students to know that, “I see you, I am listening to you, and I am here for you.”
Classroom Environment
In a student-centered class, the lectern and lecturer at the front of the room looking over neatly lined rows of desks will not work. I think small tables accommodating four or six students are essential to promote small group discussions and ensure a collaborative classroom atmosphere. By allowing students to sit next to one another, I show students I trust them to interact appropriately and I understand what they have to share with one another is a critical component of what they do in my classroom. Also, I think setting up a Community Agreement is important so students have tenets which to hold themselves and one another accountable. Before every class, I will welcome each student at the door so they see how much I appreciate them walking into my class. In the end, I will create a safe, collaborative, welcoming, and joyful space to gather and learn.
Curriculum Approach & Methods of Implementation
I believe in hands-on learning focused around the zone of proximal development (ZOPD). Each student will arrive in my class with experiences and knowledge that I will embrace and use to help create a unique student-specific scaffold. I will engage learners who already have command of a topic to assist their peers in the learning process because if a student can guide another student in understanding the material, then I know the student who served as the guide has a solid grasp on the concepts. If laboratory space is available, I would like to conduct my classes there so manipulatives, models, and actual experimentation of concepts can happen. Even if I cannot hold classes in the lab, I will incorporate labs at least once a week. I will implement a project-based lesson plan which encourages growth beyond the core requirements. For example, a project growing seeds under different light conditions covers the electromagnetic spectrum, photosynthesis, the Plant Kingdom, balancing of chemical equations, and more. Put simply, I will find creative and constructive means of exploring student interests while guiding them through the curriculum.
Measurements of Learning Success
I will have to adhere to school policies and expectations regarding assessments, for example, the standardized tests, but I hope to implement a project-based assessment style since this correlates with my student-centered philosophy of teaching. For example, at the beginning of the year I might announce a before-the-holiday classroom science fair. A student can look at the topics we are covering during the first semester and figure out what interests them and what they want to research and ultimately present. Over time, students become experts in their subject, are able to help fellow classmates who might not understand the material, and are actively engaged in the learning process from start to finish. It is simpler to hand out quizzes every Friday and tests every two weeks but this forces students to cram the night before resulting in no educational inputs staying in long term memory. I want each student to create a portfolio of their work and I will also use this as a means of assessing their contributions to learning as well as a place I can check their understanding. Additionally, I will host student-led conferences to garner data related to how well students are learning and retaining new concepts. If students can accurately describe their portfolios to their parents or guardians or to me, then I can better assess their academic understanding.
Extracurricular Activity Attendance
How do we help convince students we not only care about their academic growth, but we genuinely care about them? With social media platforms like Instagram, Snap Chat, and TikTok, it is tempting to want to connect with students through these mediums but as an educator, a line in the sand is drawn and one we cannot cross. I believe taking the extra time to, for example, attend a student’s basketball or baseball game, to show a student you are interested in their activities outside the classroom. Also, sporting events are attended by family and community members so by attending I am showing them I have school spirit and care enough to stay late to attend the game because their child is important to me which helps bridge communication and connectivity with the family and community. Another example is buying a cookie or brownie at the bake sale students are hosting to raise money for school supplies they want to send to students in need. When students feel a teacher supports their endeavors and values what they value, roots between a student and teacher grow deep with understanding and mutual respect.
Professional Growth
I will give students teacher evaluations at least twice per year and carefully read each one to understand what they think of their experience in my classroom and what they want to see changed. I will write daily and monthly reflections to closely look at my attitudes towards teaching and to figure out what skills I need to improve on and what skills I am sorely lacking. I will carefully observe my partner teacher and take copious notes so I have a blueprint to which I can add my own academic schematics once I have the necessary knowledge and skill. I will incorporate all feedback from my partner teacher, school administration and staff, GCSU professor Dr. Kleine, and my SREB mentors, Juliana Coleman and Amanda Merritt. In the end, teaching styles and learning methods are ever-evolving, meaning opportunity to improve lesson plans and new ways to engage learners are available to consider and implement. Thus, I will remain diligent in my own education of learning theories and work toward creating an even better student-centered classroom year after year.