my classes learning about pedagogy: I know what a KWL chart is, how to scaffold a unit out, and who all needs to attend an IEP meeting. All these buzz words (effective buzz words, but buzz words nonetheless) I have down. I was completely taught how to teach, but not what to teach. Many foundational grammatical concepts somehow got swept under the rug throughout my education, and I found that I was learning different concepts alongside the 9th graders in my student teaching classroom. Filled with imposter syndrome, I began diving deep into this complicated language of ours, and a new passion was sparked: syntax and punctuation.
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As I learn more about affective teaching, I reflect on the many shortcomings found in my past education. I was diagnosed with dyslexia in second grade and was taken out of writing and reading classes from then on to focus on other academic needs. Because of my absences in the general ELA classes, I have found that some foundational concepts went unlearned. The metaphor of “tools in your toolbox” is common teacher jargon, meaning one has the required skills, techniques, strategies, and resources needed to facilitate learning and accomplish a task without extreme struggle. I have always thought no one ensured that my toolbox was full; at times, it felt like I was trying to join two pieces of plywood with duct tape. Learning so much through my four-year-long college career, I discovered how to keep my toolbox full and how to do the same for my students.
How My Educational Journey Has Impacted My Teaching Philosophy
In every classroom I have sat in, I stare at the walls daydreaming about how I’d fill them if the space were mine. I used to believe you could judge a teacher by their classroom: student projects pinned up with tacks, shelves full of books, desks placed in groups facing each other. I now know that I was judging if I felt secure and safe in that space. As I got older in my educational career, I began to recognize that my classroom critiques expanded past the décor that covered the walls but became more focused on the routine (or lack thereof) put into action each day, if the assignments allowed creativity to shine through, and if the books being taught allowed a multitude of different voices and perspectives to be featured. This is when I knew I would become an educator.
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I advanced through college, and I thought I knew the exact reasons why I am becoming an English Educator; I love analysis, classic literature, and forming strong bonds with my peers and students; all these reasons remain true to this day, but it wasn’t until recently that my world as an English educator expanded. Student teaching has led me to recognize a lot of my strengths but also a lot of areas where I may fall short. I realized that throughout college, I spent all
About Me!
I am a certified English Language Arts teacher with SEL certification, committed to creating inclusive, student-centered learning environments. I believe that effective instruction relies on clear communication, intentional scaffolding, and day-to-day flexibility to meet each student’s unique needs. You never know when you have to rapidly pivot to ensure the success of an activity, lesson, or unit plan! By building strong relationships and fostering open dialogue, I aim to help students gain confidence, develop critical skills, and reach their full potential. I am also dedicated to continuous professional growth, seeking out new strategies to enhance learning outcomes and support diverse learners every day. I love to learn and want those around me to stay curious and do the same.
Communication Philosophy
A central priority in my teaching practice is fostering clear, consistent communication and empowering students to advocate for themselves. I work to create a classroom environment where students feel comfortable speaking up, asking for what they need, and taking ownership of their learning. One way I support this is through a flexible extension policy: students are always welcome to request additional time on assignments, as long as they communicate with me in advance of the due date. I do not require explanations or excuses; what matters most is that they practice clear, respectful, and proactive communication.
Because I recognize that these skills do not always come naturally, I intentionally teach them. At the beginning of the school year, I guide students through what effective communication looks like, including how to write a professional email. We break down tone, structure, and clarity together, and I provide adaptable templates they can return to whenever needed. My goal is to remove the uncertainty around “how” to ask for help so students can focus on actually advocating for themselves.
Communication in my classroom extends beyond student interactions. I place equal importance on building strong, transparent relationships with families. I strive to communicate in ways that are clear, approachable, and consistent, whether through weekly emails, or updates on student progress. I want families to feel informed and included, not only when challenges arise but also when their students are succeeding and growing. To maintain a positive and balanced classroom environment, for both my students and myself, I make it a point to intentionally celebrate the good alongside addressing challenges. If I need to reach out to a family about a concern, I also make sure to send a message home highlighting another student’s success, growth, or effort. This practice keeps my communication grounded in encouragement and reminds me to consistently look for the moments worth celebrating.
It’s easy to let communication become focused on problems, but that’s not the story I want my classroom to tell. I want families to hear from me when their students are doing well, taking risks, showing kindness, or making progress. Not only does this build stronger relationships with families, but it also helps create a classroom culture where positivity, recognition, and growth are at the forefront.
Ultimately, I want communication in my classroom to feel open, supportive, and human. When students know they are heard and families feel connected, it creates a stronger foundation for learning. By prioritizing these skills, I hope to equip students not just for success in my class, but for the many moments beyond it where clear communication and self-advocacy truly matter
Guiding Principles and Classroom Strategies
Lesson and Unit Planning Approach
I am a firm believer in the use of Backward Design when planning units, as it keeps my instruction intentional, focused, and student-centered. Starting with the end in mind allows me to clearly define what success looks like and then thoughtfully map out the steps students need to get there. For me, lesson planning is not just about covering content, but about building a pathway that makes learning feel accessible and achievable for every student.
Scaffolding plays a central role in that process. I am very intentional about how skills and concepts are introduced, practiced, and revisited. I never want students to feel like they are being asked to do something they haven’t been prepared for. Instead, I break complex ideas into manageable pieces, provide structured support, and gradually release responsibility as their confidence grows. There’s a lot of behind-the-scenes thinking, whether it’s carefully organizing a scope and sequence or scribbling down ideas, adjustments, and engaging activities in my planner, but it all serves the same purpose: making sure each lesson builds naturally on the last.
I’m also constantly asking myself, “Do my students have what they need to be successful right now?” If the answer is no, I pause and adjust. I would much rather take the time to reinforce a concept than rush ahead and risk leaving students behind. By the time they reach a summative assessment, I want them to feel prepared, capable, and even a little proud of how far they’ve come.
Ultimately, my goal is to ensure that my students’ “toolboxes” are equipped not just with content knowledge, but with the skills, strategies, and confidence they need to succeed. When students feel prepared and supported, they are far more willing to take risks, engage deeply, and see themselves as capable learners, and that’s the kind of classroom environment I strive to create every day. Ask me about my Fahrenheit 451 unit and how scaffolded it; I could geek out about it for hours!
Professional Development and Continuous Growth
I view teaching as a profession rooted in continuous growth, and I am deeply committed to ongoing professional development. While I strive to create meaningful and effective learning experiences for my students, I also recognize that I am always a learner myself. Being an educator for me is about embracing the process of learning every day, alongside my students and colleagues.
I actively seek out opportunities to refine my practice, whether through professional development workshops, collaboration with peers, or reflective self-assessment. I value feedback and see it as an essential tool for growth, pushing me to reconsider, adapt, and strengthen my instructional approaches. Education is constantly evolving, and I want to evolve with it; remaining open to new strategies, perspectives, and research that can better support student learning, and my own.
There is a sense of humility in this mindset that I carry with me into the classroom. I don’t need to have all the answers; instead, I aim to model curiosity, flexibility, and a willingness to grow. I want my students to see that learning does not stop when you become the teacher, it deepens. In many ways, I am becoming a teacher because I want to keep learning: about my content, about my students, and about how to be better each day than I was the day before.