Philosophy
As a junior high social studies and science teacher at Transfiguration Catholic School, I recognize the many opportunities and challenges of educating the current generation of students. Despite the complexities of working with this generation, I see today’s cohort as creative thinkers who are capable of radical new ideas when properly motivated. My goal and philosophy as an educator is to develop my students into 21st century thinkers and to emphasize innovation and critical problem solving in their learning.
I advocate for my students to be critical thinkers and problem solvers by giving them agency to make decisions for themselves. In seventh grade, students analyzed the fall of the Roman Empire by forming groups and collaborating using Google Drive software to investigate the primary causes of its collapse. In sixth grade science, students simulated the point-sources of pollution that contribute to the Santa Monica Bay’s toxicity levels by playing an interactive role-playing game. Utilizing what they learned, students used social media to create an awareness campaign that educated their community about how to make more eco-sensitive decisions. In eighth grade science, students analyzed alternative sources of energy and adopted debating roles, such as nuclear scientists or concerned citizens, according to their ability to access different levels of empirical evidence. In each project, students develop their methods of reaching their goals with the understanding that there is no single path toward success. Students are encouraged to view failures as learning opportunities which they can reflect upon in order to improve their projects (Smith, et al., 2007). Every unit incorporates a project-based learning assignment that encourages students to be critical thinkers and problem solvers. Through collaboration, students learn from each other and guide each other through the learning processes using their own language (Vygotsky, 1986).
Working in an under-resourced Catholic school with a predominantly African-American population has given me an even deeper worldview as a multiracial educator who was born and raised in China. Despite growing up on opposite sides of the world, I find that I easily relate to my students’ shared experiences and values that are intrinsic to a marginalized group. My student-teacher relationships are further augmented by my leadership roles in extracurricular programs: coaching the Boys JV Basketball and decathlon teams, founding and leading our school’s social media team, and teaching after-school enrichment.
My philosophy drives me to continue to develop my ability to foster creative and innovative thinking within the classroom. My students are heard, empowered, supported, and advocated for by a servant role model informed by strong Jesuit ideals.
I advocate for my students to be critical thinkers and problem solvers by giving them agency to make decisions for themselves. In seventh grade, students analyzed the fall of the Roman Empire by forming groups and collaborating using Google Drive software to investigate the primary causes of its collapse. In sixth grade science, students simulated the point-sources of pollution that contribute to the Santa Monica Bay’s toxicity levels by playing an interactive role-playing game. Utilizing what they learned, students used social media to create an awareness campaign that educated their community about how to make more eco-sensitive decisions. In eighth grade science, students analyzed alternative sources of energy and adopted debating roles, such as nuclear scientists or concerned citizens, according to their ability to access different levels of empirical evidence. In each project, students develop their methods of reaching their goals with the understanding that there is no single path toward success. Students are encouraged to view failures as learning opportunities which they can reflect upon in order to improve their projects (Smith, et al., 2007). Every unit incorporates a project-based learning assignment that encourages students to be critical thinkers and problem solvers. Through collaboration, students learn from each other and guide each other through the learning processes using their own language (Vygotsky, 1986).
Working in an under-resourced Catholic school with a predominantly African-American population has given me an even deeper worldview as a multiracial educator who was born and raised in China. Despite growing up on opposite sides of the world, I find that I easily relate to my students’ shared experiences and values that are intrinsic to a marginalized group. My student-teacher relationships are further augmented by my leadership roles in extracurricular programs: coaching the Boys JV Basketball and decathlon teams, founding and leading our school’s social media team, and teaching after-school enrichment.
My philosophy drives me to continue to develop my ability to foster creative and innovative thinking within the classroom. My students are heard, empowered, supported, and advocated for by a servant role model informed by strong Jesuit ideals.
References
Smith, K. S., Rook, J. E., & Smith, T. W. (2007). Increasing student engagement using effective and metacognitive writing strategies in
content areas. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 43-48.
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT (A. Kozulin, trans.).
Smith, K. S., Rook, J. E., & Smith, T. W. (2007). Increasing student engagement using effective and metacognitive writing strategies in
content areas. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 43-48.
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT (A. Kozulin, trans.).