I strive to be current in my professional knowledge and recognize its relationship to practice. I understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.
It is important to know your students on a personal level. I believe in developing my lessons and activities to meet the needs of my students. This means creating culturally relevant content that they will connect with. If my students really like hockey, then I will definitely build my math lessons around hockey. If there is a current environmental issue my students are concerned or talking about, I will develop a science or social studies unit around it. I believe that when students are learning content that they are already interested in, they will be more willing to participate, engaged, and thoughtful in their work. Students are all different, however differences such as cultural heritage, language, family, gender, community, or exceptionalities can impact their learning and experience at school. It is important to me that I meet students where they are at. This means providing them with learning opportunities that help them grow as learners and individuals. I know that not all my students will be at the same level, so I will always provide differentiation, to help all my students learn and be successful. As a Teaching At-Risk Children concentration student, I have been able to develop many strategies that will assist me in teaching all learners, especially those who are at risk of academic struggles, or have dealt with any sort of ACE (adverse childhood experiences).