Philosophy of Teaching & Equitable Practices 

Connection is the cornerstone both supporting and inspiring all learning. It defines the boundaries and my philosophy of teaching. It provides the foundation. It holds up that which comes after and is the beginning of the journey. Our beings, our lives, our minds, our understandings of the world, our joys, our growth- all of these arise from connections. From the forging of new synapses in our brain to the personal meaning one makes from powerful literature, connections are learning. As such, connections within the classroom carry true significance; it is connection that I claim as the heart of my teaching philosophy, as well as the underlying foundation of equitable practices.  

Connections Between People 

The classroom is a space that must easily lend itself to the creation of connections. Most important are the connections amongst students and teachers. Teachers who have strong relationships with their students are best able to provide meaningful instruction. Instruction is better received from teachers who have relationships with their students. Behavior management is natural and more efficient when teachers have strong relationship with students, allowing for time to be spent on quality instruction. Relationships allow teachers to push students in rigorous instruction and inspire students to rise to the challenges with fervor. In my classroom, I work to develop meaningful relationships with each child as an individual. I will recognize that every child is wholly unique and deserves teachers who care for them as individuals. In my classroom take the time to fully review each IEP. I greet each student every morning with a physical connection, such as high five, fist bump, handshake, or hug. Regardless of behavior or performance, I tell students frequently, “I’m so glad you are in my class. It is so good to see you!” This is the heart of equitable practices- a teacher who truly cares for, challenges, and supports each student as an individual. I ensure that each child feels both seen and valued in our classroom community.  

In addition to the teacher student connection, positive relationships amongst peers are also vital to a positive learning environment. Children and adults alike learn best in places of safety- psychological, mental, and physical. Stress hormones released in the brain when a human feels unsafe limit the intake of information- the development of connections within the brain. Children must be taught these peer relationship skills in the same way any other skills are taught. Kindness and friendship are modeled, expected, and practiced within my classroom.  In my classroom, I create a safe space. Students learn about being good friends and citizens. My classroom values and expectations are clear. Social emotional learning must be part of learning for academic skills to have meaning. Social skills lessons on friendship, conversations, and encouraging peers are part of the curriculum. Teaching students how to connect with one another supports equitable practices and allows all students to feel that they belong and are part of the community. 

Connections To Self 

A deep understanding of who our students are as people, where they come from, and who their communities are is vital in fostering students who make strong connections between the content and their own lives. It is this connection that makes the learning relevant for our students. It is this connection that acts as a catalyst for the generalizing and applying processes within a student’s education. Researching and considering data is a starting point for understanding our students’ backgrounds and is something I do for my students. I also survey for learning style, give ear to my students’ stories, provide outlets within the classroom for students to share about their families and culture, and encourage creativity- a true form of self-expression. Students learn speaking and listening skills, allowing for richer dialogue and discussion around content as a means of facilitating connections to self. Equitable practice means creating an environment where students take pride in who they are, see themselves in the curriculum and community, and whose cultures, neurodiversity, and unique abilities are celebrated. I believe when a child is connected to herself, she learns to set and strive to meet goals.  

Connections Within Content 

Finally, encouraging students to recognize connections between various skills and lessons help students map and access deeper understandings within their minds. I recognize the validity in “The 100 Languages of Children” which is the idea that children inherently have 100 ways to express themselves from the very beginning. The more of these methods of expression present in a student’s learning environment, the easier and more naturally a student learns. Opportunities acknowledging the interconnectedness of all subjects and places allow students to make connections not only between concepts within the same subject matter, but cross-curricular as well. In my classroom, I employ cross-curricular lessons and assignments. I facilitate recognition of the connections between reading and math, science and social studies, science and health, etc. I ensure that my students regularly see and meet experts, characters, and representations of themselves in the books, visuals, and curriculum. Equitable practice means that all students are connected to the content, and that means ensuring the content represents who my students are and is accessible to each individual student. Students demonstrate mastery in a variety of ways, making rigorous learning accessible for all students. I believe academic rigor and challenge are necessary for a student to connect with content, and I believe that all student can learn at a rigorous level when supported appropriately. Lastly, I believe that instruction of content must be guided and informed by quality assessment for students to truly connect best with the content. 

Conclusion 

Connection rests at the epicenter of my teaching, and of my own learning journey. Through connection between people, I’ve learned that all children have the capacity to learn and grow. I’ve learned that there is power in relationships. I reflect on my own experiences as a student and remember how much harder I worked and how much joy I felt in the classrooms of teachers who cared. Through connections with self, I have made meaning of the world around me. I’ve chosen majors. I’ve made life decisions. I’ve found my career as a teacher. Through connections with content, I’ve enriched my own understanding on my journey as a lifelong learner. It is with and through these connections that I teach. It is through connections that equitable practices find meaning. It is because of these connections that students use their quality education to contribute to our world in meaningful ways.