Lauryn Scheske

Philosophy of Education

My mission as a teacher is to empower students to become lifelong learners, to resource

students with the tools and skills necessary to be as independent as possible, and to create a

community where every student can feel belonging. Everything I do as a teacher will be designed

to help students grow not only in knowledge but in independence. Students will learn this

through hands-on experiences. Children have an innate desire to learn, and my job as their

teacher is to challenge them through productive struggle and foster this desire. Having low

expectations and simply not providing opportunities for students to investigate concepts taught

during instruction will squash their drive to learn. I will encourage students to ask questions and

make connections to their own lives. Connecting content to their lives is what makes education

meaningful, and it is what helps students to become lifelong learners. I will start making

connections with students by creating a classroom environment that is inviting and safe. I desire

to be a teacher that removes any barriers students with disabilities often face in the classroom

that keeps them from reaching their fullest potential. In my class, they will be loved, supported,

and challenged to grow.

Relationships built with students is the foundation upon which learning is possible. My

role as a teacher is to remove barriers to learning and guide students through learning

experiences. In these experiences, they will explore concepts and investigate how these concepts

impact the real world. My role is to create instruction with intentionally design questioning that

pushes students to think more deeply. My purpose is also to create opportunities for discussion

that pushes students to think more independently. Furthermore, these practices only become

practical for students with disabilities if they can partake in hands-on experiences to generalize
knowledge. For example, teaching students how to count money will only become meaningful

for them if I provide them opportunities to go to a real store and practice paying for things they

desire to buy.

With this in mind, students are then expected to actively participate in the learning

process. Students will learn academic content in my classroom, but they will also learn strategies

for how they learn best. They will be encouraged to take ownership of their learning. When they

leave my classroom, I want them to be able to continue to learn and grow no matter where they

go next. Many often underestimate students with disabilities, but I desire to create an

environment of high expectations where goals are established and met by students. This action of

continually achieving goals will give students a further understanding that they are capable of

more, and this action will also help develop self-determination. I plan to help my students with

disabilities become self-advocates as well. They will be expected to work towards further

independence each day.

Creating an environment that is inviting, safe, and productive is a crucial part of the

learning process previously described. Students must develop a sense of belonging within the

classroom for learning to be possible. The amygdala of my learners cannot be activated if I want

and expect them to learn. The release of oxytocin and dopamine through relationships,

movement, and enjoyment in the classroom will relax the amygdala of my students and allow

them to access their prefrontal cortex. Because of this understanding, I plan to design my

classroom that reflects my students and their work. By doing this, I am not just saying to my

students that they belong; I am showing them. I plan to engage in culturally responsive teaching,

where my decorations and lessons reflect the cultures of my students. This plan, combined with
space within the classroom for physical movement, will provide students with an environment

conducive for learning and growth.

Another necessary part of creating a productive, culturally responsive learning

environment is connecting with and receiving feedback from parents or guardians. I see families

as allies and members of my team to help their children grow. Parents and guardians are the

experts on their own children. I believe that the vast majority of parents want their children to

grow up to be independent, contributive members of society. I believe the teacher is responsible

for developing a deep understanding of her students' families desire for their children.

One of the main reasons I decided to become a teacher was because I wanted to be an ally

to students. I love to build relationships with students where I am their friend, but I will also

challenge them to become all they can be. I will be the leader of my classroom, but not as an

authoritarian. I want students to take ownership of their learning and their goals. Whether it is a

behavioral goal or an academic objective, students will be encouraged to think critically about

their decisions. Once again, I will have high expectations of them, but I am also very eager to

investigate the causes of behaviors and problem solve ways for students to grow. From here, we

can create a plan where I will take on specific responsibilities, and my students will be expected

to as well. When I share responsibility with my students, it instills self-discipline and self-

determination within them.

I am determined to examine the barriers that often keep students from growing in school,

and instead approach my students with love, empathy, and the desire for things to change. My

classroom will be a place where strengths are utilized, and weaknesses are faced and challenged.

My class will be a community of learners growing together to develop a love for learning and a

positive outlook for their futures.