Being a teenager is hard. I had a really difficult time in high school where my mental health declined and consequently, so did my grades. I was always a straight A student- who was I without my good grades? Although the struggle seemed endless, it is what I needed to get past my zone of comfort and become a better student. With a little guidance, I grew as a student and as a person to be an advocate for my own learning. As an educator, I now have a unique perspective on some invisible struggles students face and the absolute need to have an equitable education. My teaching philosophy is simple: I want to be the teacher I needed most in high school.

​

I believe that students have a right to an accessible and equitable education where every child is given the opportunity to grow as a mathematician. Math is seen as a high stress, low reward class where students come in with damaging trauma regarding how it was taught in years before. Math has the potential to be, and often is, an incredibly unequal, inequitable class. Where wiggling and bathroom breaks are punished because behavior gets graded and tests are all or nothing. Not all students learn by sitting still and listening quietly. I believe that this is why math gets such a bad reputation, but I will work to make sure students have that space to learn in the way that makes the most sense to them. I also believe that the work students put in to get an answer is just as important as the answer itself. Students showing their thought process step by step is a unique characteristic of math that gets ignored. However I think it should be acknowledged and celebrated, as it shows how students can be brilliant in many different ways. 

​

I believe that students need guidance and structure while still maintaining a certain level of freedom in the classroom. Teenagers need the ability to make decisions for themselves. If we, as teachers, are setting them up for the “real world,” we have to give them opportunities to make “real world” choices. Math class helps them practice their analytical thinking, problem solving, and reasoning skills; all of which are directly related to thoughtful decision making. I believe that my students are people, too. While they are in school, it is my duty to help steer them in the right direction, however I still need to let them have some agency. 

When you mix agency and UDL strategies, you get a more equitable classroom. We have students who work in groups but are encouraged to find different entry points to begin solving problems. There are students who can ride on a stationary bike and engage in academic conversations that are really difficult to engage in when they feel they are confined to a chair. When students feel important in class, you get students who become comfortable with asking questions in front of the class and you get students who become comfortable with explaining their thoughts to their peers. 

​

I believe in order to create a safe and equitable learning environment, teachers must extend the utmost respect and patience to their students. While this is a job where we get to be creative and hands on, this is still a job that requires etiquette. Teaching is not an easy task, especially when you are the only one teaching a heterogeneous class. However, patience is something that is absolutely vital. We forget we are working with children who are struggling with content that we already know. I need to be able to rephrase explanations, ask probing and clarifying questions, and think on my feet while maintaining composure so students don’t think I’m frustrated with their learning process. From my experience, if a student feels that their teacher is frustrated with their questions, they are less likely to ask questions, fall behind, and act out. 

Students deserve patience and respect. It is our responsibility to work through things with them over and over- nothing else is more important than their education. However, we also have to show respect for their learning process. In fact, it is my job as an equitable educator to halt these kinds of conversations about kids, as I am working to create passionate, life long learners. 

​

I believe with my whole being that to be the teacher I needed most, I need to push past the academics and be there for my students, too. When they have problems, they feel safe to let me know and ask for help instead of being ashamed and sitting through it alone. When my students have questions, we work through it together. When my students need something, I will be the first one there for them. My students are all brilliant humans that deserve all the care in the world. My philosophy is to provide the things they need to be a successful mathematician and successful human being outside of the classroom.