I center my teaching on students so as soon as they enter the classroom they know the space is theirs and that they are loved. 

When I think of my classroom I consider the physical and emotional environment. Brain Targeted Teaching emphasizes the importance and impact of both aspects of a classroom. Brain Target One states a positive emotional climate will have a positive impact on student learning. Brain Target Two states the physical space a student learns in impacts their ability and desire to learn (Hardiman, 2012) . I transform my classroom into a positive emotional environment through the use of culturally responsive language and conscious discipline methods in my classroom management style. When students feel loved and part of a community, they are more open to learning and engaging in classroom activities (Smith, Fisher, & Frey, 2015). Helping my students grow into a loving and caring group of individuals who support each other emotionally and academically is central to my classroom philosophy. 

Physical space impacts students’ learning in the classroom. When students enter our classroom, they hear the same instrumental music each morning. This calming and quiet background noise helps create a sense of peace within our walls (Hardiman, 2012). I design the physical arrangement of my classroom space to promote learning and independence. My classroom has designated areas for independent work, partner, team, and whole group work. There are designated areas for center games that are always accessible to students. The classroom is designed so students are responsible for their learning materials (Roskos, 2004). Students have autonomy and control in their classroom and in their learning. The classroom belongs to the students as much as it belongs to me.

I base my teaching in what I already know and what I continue to learn in order to serve my students as they are and as they grow into who they will become. 

My role as a teacher is to meet students where they are, and help them grow and develop into who they can be. I choose to focus my attention in the classroom on my students in a way that allows me to see them not only for who they are, but also what they need. Once I have done this, I can support them in the most effective and responsive way. I use what I learned throughout my courses of study to identify gaps in my teaching, then create and implement plans to fill those gaps. I often think of and strive to live by Maya Angelou’s quote, “Do the best you can until you know better. Then, when you know better, do better.” I teach as best I can until I know better, then, when I know better, I teach better.

I educate my students in a way that validates their experience and teaches empathy to understand experiences different than their own. 

Using culturally responsive texts in the classroom helps students develop empathy (Reading Rockets, 2019). When students see perspectives and lives different than their own told through an engaging and enlightening text, they will begin to consider the world beyond their own life. I incorporate culturally responsive texts at every possible opportunity to educate my students in a way that reflects their lives. When students are exposed to books that act as mirrors to their own life, they are told both implicitly and explicitly that their life, their personhood, their experience is important and valid (Everett, n.d.). When students feel represented and see the relevance of literature, they are more likely to be engaged and develop their reading skills (McRae & Guthrie, n.d.). Incorporating culturally responsive materials aids in my fight to end educational inequity. All students, not just those who identify with the white-centric curriculum presented by many schools, deserve and need to see themselves in the books they are exposed to.  

I foster learning beyond the material through mindsets focused on improvement and discovery. 

I believe it is vital that students learn not only the material, but also how to learn the material (21 Foundation, 2010). When students view challenges as opportunities for growth rather than obstacles to be avoided, they will persevere and push themselves to accomplish a task or goal (Costa & Kallick, 2000). I foster a learning environment centered on growth mindset through focusing on the process rather than the result (Lemov, 2010). When students believe that working hard, persevering, and pushing through challenges leads to success, they are more likely to redefine success to include progress and growth. Growth mindset is central to teaching students how to learn (Heggart, 2015). I strive to assist my students internalize their locus of control and become intrinsically motivated in their academic and worldly endeavours. If students are able to fuel their own flame, they will be able to set the world on fire with their insightful thoughts and valuable perspectives.