As a teacher, my objectives extend beyond the classroom. Yes, I plan on teaching life-long learning skills, critical thinking, as well as the fundamentals in mathematics, reading and the arts. But I also intend to know each and every one of my students on a very personal yet professional level. One of the best ways to inspire a child, I feel, is to get to know him or her. This means building a life-long relationship. Part of my teaching style revolves around modeling behaviors, thinking and action. By demonstrating these skills, my students are not only enabled to make wiser decisions, but they will be empowered to think on their own. I am already in a leadership position as a teacher—it is up to me to decide what type of role model to become and how strong a relationship to build with students.

Achieving these objectives is imperative. As a teacher, I understand the value of following a certain curriculum. I also understand that not every student learns the same way. Therefore, my job also entails a lot of planning and thinking “outside” of the box. My belief is to authenticate a lesson to the best of my ability. When students take ownership of their learning they are more likely to understand an idea or concept, and thus, are more likely to remember what the lesson was about, resulting in its application out in the real world. Regarding assessments, this is a road that never ends. Aside from the formal assessment, the real tests come in the form of everyday interaction between students and between student and teacher. By constantly challenging and scaffolding skills for students, I am better able to gauge their progress and make pedagogical adjustments accordingly. 

The results from most formal studies that look at why teachers are successful tend to revolve around two factors, expectations and attitude. Personally, I have high regard for students who enter the classroom with the odds already stacked against them. Some students come from broken homes, are on welfare and homeless, or are simply not motivated about school. This is not to say that particular students will be given an unfair advantage in my classroom. (I am sometimes reminded that what is equitable is not always equal.) Conversely, it is these particular types of students who are in need of high expectations, sound relationships, and simply someone to talk with. I believe that with the right tools, any child can learn. I am my students’ second father. And, for one academic year, all of my students will be spending one-third of their lives with me. My attitude is a positive one and my expectations are high.

My final thoughts gravitate towards teamwork. As a veteran substitute teacher I have learned the value of establishing relationships with my students as well as my peers. The amount of knowledge and experience that every teacher brings to the classroom is unfathomable. Just as no two students learn the same way, there is no “golden” lesson plan or teaching style that works all of the time. Teachers need to understand everything about their students. I value shared knowledge and the fact that as a teacher there is always something else that I can learn that will benefit my students. Establishing sound lasting relationships is the key to building a successful classroom that extends out into the community. To my future co-workers, employer, and students, I look forward to our first session.