"I believe in differentiated instruction."
Applying “differentiated instruction” can help address the needs of academically diverse learners in our increasingly diverse classrooms. Every student is entitled to an effective and high-quality education. Therefore, differentiation will assist me in tailoring instruction in order to maximize student growth and individual success. "I believe in building classroom community."
The classroom provides a unique environment for students to experience peer relationships and a sense of belonging. A strong classroom community is one in which students feel empowered and valued. Therefore, I will build community within my classroom in where students will ultimately succeed. |
"I believe in establishing positive student-teacher relationships."
Positive student-teacher relationships assist in creating a learning environment of mutual respect. Therefore, I find it necessary to set high expectations and embrace students' individuality in order to unleash their fullest potential. Research tells us that positive student-teacher relationships will increase engagement, motivation, and grade point averages while decreasing absenteeism, dropout rates, and discipline issues. |
"I believe in cooperative learning."
Cooperative learning allows students to encourage and support each other, assume responsibility for their own and each other's learning, employ group related social skills, and evaluate the group's progress. Human beings are social creatures by nature and cooperation has been used throughout history in all aspects of our lives. As a result, cooperative learning is a teaching arrangement that will be implemented within my classroom. "I believe in brain breaks."
When students participate in learning tasks that requires high concentration for an extended period of time, the brain’s neurotransmitters become exhausted. Therefore, students can experience "burnout" and new memories are unlikely to be stored effectively. As a result, I will incorporate brain breaks in order restore students' on-task behavior. |