PHILOSOPHY OF TEACHING AND LEARNING
I believe…
Every student learns differently through multiple intelligences and learning styles
Therefore…
I will provide a variety of options, activities, assessments, and instructional methods through differentiating instruction and keeping students’ needs at the heart of the instruction
I believe…
Every student should be challenged at the appropriate level.
Therefore…
I will give students choices, and make objectives, high expectations and outcomes clear to my students.
I believe…
A student will retain information that he or she personally experiences and applies to the world.
Therefore…
I will create hands-on learning experiences and work to help students relate to the content in a personal way.
I believe…
The classroom should be a safe learning environment where all students feel capable of success.
Therefore…
I will work to create a learning community where students feel their opinions matter and communication facilitates learning.
I believe…
Students bring diverse backgrounds, cultures and experiences to the classroom.
Therefore…
I will encourage appreciation of all cultures and give students opportunities to share opinions and experiences from their culture that relates to the content.
I believe…
Communication is a key component for a student to be successful in his or her learning and life after school.
Therefore…
I will help students better face their fears of public speaking by providing practice and building confidence.
I believe…
All people are life-long learners.
Therefore…
I will help students see the importance of continually learning through reading, experiences, and continuing education.
I will personally always be changing and growing as a teacher.
I believe…
The students are more important than the content.
Therefore…
I will keep my classroom student-centered and help them find meaning in the content while adjusting my instruction to meet the needs of all learners in my classroom.
Every student learns differently through multiple intelligences and learning styles
Therefore…
I will provide a variety of options, activities, assessments, and instructional methods through differentiating instruction and keeping students’ needs at the heart of the instruction
I believe…
Every student should be challenged at the appropriate level.
Therefore…
I will give students choices, and make objectives, high expectations and outcomes clear to my students.
I believe…
A student will retain information that he or she personally experiences and applies to the world.
Therefore…
I will create hands-on learning experiences and work to help students relate to the content in a personal way.
I believe…
The classroom should be a safe learning environment where all students feel capable of success.
Therefore…
I will work to create a learning community where students feel their opinions matter and communication facilitates learning.
I believe…
Students bring diverse backgrounds, cultures and experiences to the classroom.
Therefore…
I will encourage appreciation of all cultures and give students opportunities to share opinions and experiences from their culture that relates to the content.
I believe…
Communication is a key component for a student to be successful in his or her learning and life after school.
Therefore…
I will help students better face their fears of public speaking by providing practice and building confidence.
I believe…
All people are life-long learners.
Therefore…
I will help students see the importance of continually learning through reading, experiences, and continuing education.
I will personally always be changing and growing as a teacher.
I believe…
The students are more important than the content.
Therefore…
I will keep my classroom student-centered and help them find meaning in the content while adjusting my instruction to meet the needs of all learners in my classroom.
GRADING PHILOSOPHY
I believe…
Student learning should be at the heart of the instruction.
Therefore…
I will choose grading practices that value process over product and learning over assessment.
I believe…
Homework needs to have a purpose.
Therefore…
I will allow students practical opportunities to apply new knowledge and practice new skills.
I believe…
Grades should reflect what a student knows and not how a student behaves.
Therefore…
I will avoid punitive consequences that devastate students to the point of giving up on the learning.
I believe…
Students demonstrate what they know in different ways.
Therefore…
I will use both formative and summative assessments. I will use quality assessments and properly record evidence of achievement.
I believe…
Students must know the target objectives of what is expected of them.
Therefore…
I will relate grading practices to learning goals and match my instruction with the assessment.
Student learning should be at the heart of the instruction.
Therefore…
I will choose grading practices that value process over product and learning over assessment.
I believe…
Homework needs to have a purpose.
Therefore…
I will allow students practical opportunities to apply new knowledge and practice new skills.
I believe…
Grades should reflect what a student knows and not how a student behaves.
Therefore…
I will avoid punitive consequences that devastate students to the point of giving up on the learning.
I believe…
Students demonstrate what they know in different ways.
Therefore…
I will use both formative and summative assessments. I will use quality assessments and properly record evidence of achievement.
I believe…
Students must know the target objectives of what is expected of them.
Therefore…
I will relate grading practices to learning goals and match my instruction with the assessment.
GRADING POLICY
Two types of student assessments will be used in this course. The first type are formative assessments, which are used to help a student learn from his/her mistakes and develop a better understanding of the curriculum. The second are summative assessments, which give the students an opportunity to demonstrate their learning for a grade. Summative assessments will include tests, quizzes, and specific learning projects such as presentations, or a student-learning portfolio.
Homework
Daily homework, such as questions from the book, small learning projects, or other formative type assignments will be assessed for correctness so both the teacher and student know if the student is on track with the course material. A formal grade may not be entered in the grade book for individual formative assessments as these are supposed to be opportunities for students to demonstrate their understanding without getting penalized on their grade for making a mistake. Students will be expected to assess and make corrections to their own formative assignments when the assignments are reviewed in class.
Retakes
Students will be allowed to retake quizzes and tests. Students must qualify for the retake by doing more practice over missed targets, such as making corrections, or completing other tasks/assignments arranged with the teacher in order to provide evidence that an intervention has taken place and the student is prepared for the retake. Retakes must be scheduled with the teacher within five school days after the return of the initial quiz or test.
Missing Work
When absent, students are expected to make up the work missed within two days. Homework requests may be emailed to the teacher, and the student should check the Web site for missed assignments.
Homework
Daily homework, such as questions from the book, small learning projects, or other formative type assignments will be assessed for correctness so both the teacher and student know if the student is on track with the course material. A formal grade may not be entered in the grade book for individual formative assessments as these are supposed to be opportunities for students to demonstrate their understanding without getting penalized on their grade for making a mistake. Students will be expected to assess and make corrections to their own formative assignments when the assignments are reviewed in class.
Retakes
Students will be allowed to retake quizzes and tests. Students must qualify for the retake by doing more practice over missed targets, such as making corrections, or completing other tasks/assignments arranged with the teacher in order to provide evidence that an intervention has taken place and the student is prepared for the retake. Retakes must be scheduled with the teacher within five school days after the return of the initial quiz or test.
Missing Work
When absent, students are expected to make up the work missed within two days. Homework requests may be emailed to the teacher, and the student should check the Web site for missed assignments.