Being a good educator means cultivating a classroom environment where learning and growth are derived from examining topics through inquiry, as modeled by the scientific method. My educational philosophy is based in the values of kindness, curiosity, and equity.
Kindness in teaching means treating students as individuals and embracing different learning styles. I aspire to create a positive and welcoming learning environment. Being curious means teaching students how to ask questions that facilitate deeper learning and generate excitement about the process of learning. I have always loved learning inside and outside of the classroom, and one of my joys as a teacher is sharing that enthusiasm with students.
Environmental education, by design, must be interdisciplinary. Understanding ecological and human systems requires synthesizing information from many content areas and using many different ways of thinking. Teaching content isn’t enough; my job is to teach students how to make connections. As an educator, it is important to showcase the diversity of knowledge that exists about the environment rather than teaching through a singular epistemology.
Educators should act as proponents of equity in all aspects of teaching. Being thoughtful about equity is key in assessing students’ learning. Students should be assessed according to their growth rather than solely basing grades on the quality of the end product. This means noticing how students’ thinking evolves and changes through the course of a learning period. Students come from different academic backgrounds and have access to different levels of resources, so there is no way to create an objective standard. By assessing students based on their curiosity, engagement, and thoughtfulness, I hope to create a more equitable classroom that allows students to take positive risks without the fear of being judged or penalized for getting the wrong answer.
The scientific method utilizes the natural progression of curiosity-driven inquiry and functions as the basis for my model of classroom learning. The scientific method is a cyclical process of asking questions, generating hypotheses, conducting observation and experimentation, analyzing data, reporting conclusions, and forming new questions. Exploring subjects through student-driven inquiry engages students and encourages their academic and personal interests. Before I begin a new topic, I engage students in a discussion about what they already know, what they are curious about, and what they expect to get out of the lesson. This allows me to tailor my lesson plan to fit the group. Creating hypotheses encourages students to take an active role in their learning and synthesize prior knowledge to approach a new problem, which is a key tenet of interdisciplinary learning. Designing lessons that rely on direct observation and experimentation allows for more personal accountability in student learning and greater retention of information. The bulk of learning occurs when students analyze information. This step provides a structured process through which students can process new learning, make connections, identify areas of confusion, and reflect on the significance of the topic. I implement this step through small group discussions, written reflections, and projects that allow students time to apply and reflect on their learning. Lastly, sharing their conclusions, whether with classmates or with me as the teacher, allows students to demonstrate their understanding. When a student shares what they have learned, they engage in learning through teaching others. These presentations, in whatever form they take, give students a stronger grasp on what they have learned, prompt them to think about new questions they might have, and allow me to assess student progress. I can facilitate this cycle of inquiry by leading with questions and providing structures designed to encourage learning through the scientific method, which fosters inquiry, student engagement, and individualized learning.