SARAH COONEY Educational Philosophy

How Do Children Learn?

“Education [is] not an end in itself but [is] the first step in a progress which should continue during a
lifetime.” - Caroline Pratt

Students learn best when they are in an environment of warmth and support. It is imperative that the
educators in their lives respond to the individual strengths and learning styles of their students while
taking student interest and initiative into account when designing curriculum. They need to be taught
to think critically by building their own knowledge base and learning to ask questions, cultivating a
curiosity and ongoing love of learning. When they feel safe, a confidence grows within them. It allows
them to see that failure is an opportunity for growth and reflection - a chance to learn from their
mistakes and the realization that they are not alone in the process. When students feel as though they
are a partner in their education, that they are not isolated in the process, a spirit of inquiry blossoms
with them. Sharing their knowledge and progress through a variety of assessments engenders the
mindset that the process of learning is what is essential rather than the final product.

How Do I Facilitate That Learning?

“You can’t motivate a student you don’t know.” -Ted Sizer

The role of the teacher is to challenge students in an age-appropriate way, but to also encourage risk-
taking in a safe space without fear of repercussion. Teachers need to foster a love of learning for its
own sake so that students develop an intrinsic motivation to do their best moving forward in their
education. Key to this facilitation is helping the students establish a growth mindset so that, when
faced with challenges, they do not think, “I can’t do this,” but, instead, “I can’t do this YET.”
However, education - especially during the middle years - is not simply about content and skills; it is
about the social-emotional well-being of our students, as well. One of the many responsibilities of a
middle school teacher is to guide their students through the transition of leaving childhood behind to
mature into young adults, helping them to make the right decisions along the way. Teachers need to
establish open and positive relationships with their students so that they understand that there are
adults in their lives that care deeply for them and are there to support them. It is this part of being a
teacher that brings me the most joy. The long-lasting connections I’ve formed with my students are
the most meaningful part of being an educator. When former students describe the impact I’ve made
on their lives, the feeling that I’m making a difference in someone’s world is simply unparalleled.

Why Do I Teach The Way That I Do?

“A passion for learning...isn’t something you have to inspire with; it’s something you have to keep
from extinguishing.” -Deborah Meier

When I started my career at a high-performing public middle school on Long Island, NY, I was told by
my administrators to lecture. I knew this wasn’t best practice but I had to follow the rules; I had to
prepare my students for a state exam. My students were passive learners, completely uninvolved in
their education. They were receivers of information that required memorization. Working in
independent schools, particularly progressive schools, taught me to trust my instincts as to what my
students needed to be their best selves. I learned that, no matter the setting, I could finally be their
guide to discovering and exploring information, rather than be the source. They could be the problem
solvers, the decision makers, the thinkers. I was now free to help them pursue their interests and delve
deeply into topics they loved, rather than race through a curriculum, determined to finish it all.
 SARAH COONEY Educational Philosophy

Their education could now be centered around their questions, rather than their textbook. Finally, they could
focus on the process of learning - the exchange of ideas with their classmates, the engagement in hands-on
projects, the ownership of sharing what they’ve discovered in a variety of ways - rather than prioritizing a
number at the end of a task they had to endure. I learned that students could love school, that it could captivate
them while still challenging them. The classroom could be a place of joy and the fulfillment of a child’ s inherent
curiosity, where content and skills enable their growth as leaders, innovators, creators, and collaborators. Now,
seventeen years later, my classroom is no longer a place to acquire facts and “good grades." It’s noisy and
(seemingly) chaotic. My students are at tables, laying on the floor, or sitting in bean bag chairs. Some are
working individually, while others are working in groups. Some students are rehearsing a play they wrote
together, others are creating stop-motion videos to present to their classmates, while others are writing
newspaper articles. While each student will end the year having achieved the content goals and having gained
the necessary skills needed to achieve success in future classes, they will also end it as individuals, comfortable
with how they learn, proud of their successes, and confident moving on to the next grade.

How Do I Implement These Ideas In My Classroom?

“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand
thinking; learning naturally results.” -John Dewey

• Colonial Advertising Campaign: "Your group will create an exciting, informative sales pitch to encourage
people to settle in your colony. Your pitch will include a poster, a musical jingle, and a sales presentation.
While each student is involved in the research portion of the project, every student will also take on a
different role – Advertising Director, Copy Writer, Graphic Artist, and Salesperson. You will be assessed on
the following qualities: Time Management, Collaboration, Research, Content Knowledge, and
Preparation/Rehearsal."

• Constitutional Convention Simulation: "Through this simulation, you will understand that the Founding
Fathers knew and accepted the Constitution despite its flaws, and that they all understood that some issues
(i.e. slavery) would need to be resolved in the future. You will analyze parts of the Constitution - not as a
‘perfect’ document created by fifty-five friends, but a true reflection of the period, the people, and the issues
dividing those who struggled with creating it. In this simulation, you will represent 12 of the 55 Founding
Fathers at the Convention. Using primary sources and a short synopsis of your character, you will learn who
your particular Founding Father was and what they stood for. Finally, you will engage in a debate using our
debate procedures and the words of 1787 to bring the spirit of the Convention into the 21st century."

• Capture the Revolutionary Flag: The only thing the students knew, when they walked into class before this
lesson, was that we'd being playing Capture the Flag. As a class, we talked about what types of
qualities you would want on a good Capture the Flag team – speed, experience, courage, and strength - and
also discussed how a team that didn’t have those all skills could actually defeat an ‘all star’ Capture the Flag
team by incorporating qualities like good leadership, team work, and determination. We were studying the
American Revolution and, as adults, we know these qualities were connected to the British and American
strengths at the start of the war.

• After some discussion, teams were created (stacked in the favor of the British) by pulling names out of
a hat. As we played our way through six short rounds of Capture the Flag, I would stop the games
between rounds to change the rules, continuously tweaking the rules in favor of the Americans and
away from the British. Each time the rules were tweaked, the class would huddle together to make
connections between the changing rules and what really happened in history. For example, at one
point the American team could win the round simply by not losing, meaning they just had to protect
their flag, much like the Americans and George Washington realized that to defeat the British they
had to avoid a crushing defeat or capture.
 SARAH COONEY Educational Philosophy

• As the game wore on, the British team became increasingly frustrated, and this included calls by many
to just quit, especially in light of the fact that they would receive no reward for winning, whereas the
American team was promised a reward. Again, connections were made to the content. The Americans
were promised a reward: their freedom and independence. The British began to wonder why they
were fighting in the first place. By the time the final round was completed, the British team was ready
to call it a day, and the Americans were declared the victors. Following the game, we held a
discussion reflecting on the game changes, what they felt was fair or unfair, and how the Americans
and British soldiers must have felt like during the Revolutionary War.

• Chinese Hip-Hop: "You will write your own hip hop lyrics about the four Chinese dynasties we’ve studied. It
will include four verses – one verse for each dynasty – and a chorus that applies to all the dynasties. Using
GarageBand, you will create your own music and record yourselves rapping about China. Finally, using
iMovie and the music you've created, you will create a ‘lyrics video’ (similar to the ones you watch on
Youtube to learn the words of your favorite songs) so that the class can learn the lyrics when we present your
final product to your classmates."

• Barbie Mummification: "We've researched the steps of mummification. Now, you're going to put them into
practice. As you can see, you have been provided with the necessary materials (or 21st century
replacements) to mummify a Barbie doll. While each student will mummify their own doll, you will not be able
to move onto the next step until you've shown me that you know what that step is and the significance of it.
Upon completion, you will write a RAFT – a letter in the role of an Egyptian priest, advising younger priests
on the steps of mummification.”

• Greek God Wax Museum: "You are going to research a character from Greek mythology. After you finish
your research, you will write a speech in the voice of your character, incorporating the requirements laid out
below. You will also need to create a costume for your character. Your costume will represent your character.
Their divine powers and attributes should inspire your costume! An example of a great costume might be a
wet suit, scuba mask, flippers, stuffed horse or dolphin and mock trident to represent...Poseidon! Keep the
following in mind:
• 1) Your speech will be 1-2 minutes in length and should be memorized. (Please see Sarah ASAP if you
are having difficulty with the memorization.)
• 2) Practice, practice, practice! Your speech should sound like a conversation or a story. The more you
practice, the easier it will be!
• 3) You will give your oral presentation in the setup of a ‘wax museum.’ Other students, as well as your
parents, will be invited to see you perform.
• You will be assessed on the following criteria: Content/Requirements, Organization/Sequence,
Preparedness, Costume/Props, Posture/Eye Contact, and Volume."

• Document Analysis: In almost all projects, lessons, and lectures, primary and secondary sources are
incorporated. The students learn that there is no such thing as a “single story” in history; for example, during
the Civil War, we learn about the stories of slaveholders and slaves. During the study of ancient Rome, we
explore the stories of patricians and plebeians. During World War One, we examine the motivations of the
United States and the Allied Powers, as well as the motivations of Germany and the Central Powers. Students
discuss the importance of these documents – when conducting research, one type of source can not present
the larger idea. One needs several sources, including those that might contradict their own ideas, to present
a well-researched, un-biased argument that generates a credible study of the time period.