Statement of Teaching Beliefs
My family believed in the value of a good education. It was no wonder then that my parents turned to the French immersion program in our community when their eldest of three girls came of age to be registered in her first year of formal schooling. Being the oldest does have its "guinea pig" moments, and my first year in French immersion was largely an experiment to see if I would enjoy learning another language, with the end result being all three Powell girls graduating from a public high school and going onto university with a goal of including French in their post-secondary education.
Needless to say, I enjoyed my public school experience immensely. I became fluent in a second language, participated in a number of music-based extra-curriculars, and received the support of an involved community of parents and educators as I received my Double Dogwood in 2011. But something was missing. My introduction to Montessori opened my eyes to the personalized style of learning that I had craved in my early years, and I began my quest to meld the love of individualized education and language learning into a teaching philosophy unique to me.
I believe that any child, regardless of background or ability, can learn a second language. I realize it may seem to be an incredible leap of faith, or even a naïve notion, for a new teacher to face a classroom of children and genuinely believe that all of them will learn French. But somehow, they do. I use the AIM language program to reinforce vocabulary and sentence structure through hand gestures, which the children then use in a manner similar to sign language to express their needs. My little writers copy words around the room and respond to Montessori and Reggio-style provocations to express their thoughts in science, mathematics, language and social studies. My storytellers pick up words quicker than I can teach them, seamlessly mixing English, French, and other native tongues into a cacophony of sound and song. A classroom where language is encouraged and celebrated becomes a classroom where all of my children are learning a new language with ease.
I believe that children learn best when they can learn independently, with the support of a diverse and invested community. Parents and family members are the first point of learning, and it should continue throughout a child’s life. I happily include families in my classroom through volunteering, frequent informal and formal meetings to discuss a child’s learning, and connection through technology. Applications like FreshGrade and Puppet allow me to document a child’s learning visually and orally, while showing a continuum of learning in a style similar to a portfolio. Connecting to community through field trips, classroom exchanges and service projects allow children to feel a sense of belonging, building relationships with former strangers and learning about the adult roles they may enter some day.
So in the end, what will you see inside of my classroom? For that is the real representation of a teaching philosophy - no amount of educational jargon will tell you more than a visual representation. While I do have a rather interesting background in graphic design and a love for designing floorplans I would be delighted to tell you about, I will use my descriptive language to paint a picture in your head of what my classroom would look like.
First of all, you will find only a handful of tables and chairs. There might be children on the floor, on couches, walking around, or perhaps even outside. Low shelves invite the children to look at different materials and practice skills in a Montessori style, with sections devoted to sensorial, mathematical, cultural, linguistic, and practical life learning. While busy and full of learning, it may still be quiet, as children in this method show respect to their friends by speaking quietly and learning patience. You might find me giving a lesson to a small group near a mat, speaking entirely in French as I introduce a new idea to children I’ve discovered are interested in learning about polar bears. Or perhaps I will be working one-on-one with a child, practicing letters and letter sounds, as I know she is wanting to learn how to write her friend’s name without the letter card at the writing station. A child might breeze past you as she checks the computer – our buddy classroom in Montréal has responded to her question about division. Another is mumbling to himself in a mix of French and Spanish as he writes in his journal for the day.
Children benefit from relationships built from frequent one-on-one interactions, as well as activities that build independence while maintaining connection. It is my pleasure to offer you a classroom where children are encouraged, connected and self-managing, all the while exploring a love of French language and culture.
Needless to say, I enjoyed my public school experience immensely. I became fluent in a second language, participated in a number of music-based extra-curriculars, and received the support of an involved community of parents and educators as I received my Double Dogwood in 2011. But something was missing. My introduction to Montessori opened my eyes to the personalized style of learning that I had craved in my early years, and I began my quest to meld the love of individualized education and language learning into a teaching philosophy unique to me.
I believe that any child, regardless of background or ability, can learn a second language. I realize it may seem to be an incredible leap of faith, or even a naïve notion, for a new teacher to face a classroom of children and genuinely believe that all of them will learn French. But somehow, they do. I use the AIM language program to reinforce vocabulary and sentence structure through hand gestures, which the children then use in a manner similar to sign language to express their needs. My little writers copy words around the room and respond to Montessori and Reggio-style provocations to express their thoughts in science, mathematics, language and social studies. My storytellers pick up words quicker than I can teach them, seamlessly mixing English, French, and other native tongues into a cacophony of sound and song. A classroom where language is encouraged and celebrated becomes a classroom where all of my children are learning a new language with ease.
I believe that children learn best when they can learn independently, with the support of a diverse and invested community. Parents and family members are the first point of learning, and it should continue throughout a child’s life. I happily include families in my classroom through volunteering, frequent informal and formal meetings to discuss a child’s learning, and connection through technology. Applications like FreshGrade and Puppet allow me to document a child’s learning visually and orally, while showing a continuum of learning in a style similar to a portfolio. Connecting to community through field trips, classroom exchanges and service projects allow children to feel a sense of belonging, building relationships with former strangers and learning about the adult roles they may enter some day.
So in the end, what will you see inside of my classroom? For that is the real representation of a teaching philosophy - no amount of educational jargon will tell you more than a visual representation. While I do have a rather interesting background in graphic design and a love for designing floorplans I would be delighted to tell you about, I will use my descriptive language to paint a picture in your head of what my classroom would look like.
First of all, you will find only a handful of tables and chairs. There might be children on the floor, on couches, walking around, or perhaps even outside. Low shelves invite the children to look at different materials and practice skills in a Montessori style, with sections devoted to sensorial, mathematical, cultural, linguistic, and practical life learning. While busy and full of learning, it may still be quiet, as children in this method show respect to their friends by speaking quietly and learning patience. You might find me giving a lesson to a small group near a mat, speaking entirely in French as I introduce a new idea to children I’ve discovered are interested in learning about polar bears. Or perhaps I will be working one-on-one with a child, practicing letters and letter sounds, as I know she is wanting to learn how to write her friend’s name without the letter card at the writing station. A child might breeze past you as she checks the computer – our buddy classroom in Montréal has responded to her question about division. Another is mumbling to himself in a mix of French and Spanish as he writes in his journal for the day.
Children benefit from relationships built from frequent one-on-one interactions, as well as activities that build independence while maintaining connection. It is my pleasure to offer you a classroom where children are encouraged, connected and self-managing, all the while exploring a love of French language and culture.