Educator Introduction

Teaching Philosophy Statement

Framework Statement

Malcolm Forbes, the publisher of Forbes Magazine, once said that “Education’s purpose is to replace an empty mind with an open one.” I really believe that this exemplifies my primary goal as an educator. While I can teach students facts and figures, and I can share great works of fiction and the triumphs and tragedies of history, my goal is not to fill students’ minds with knowledge, but to open their minds to all the world has to offer. As an educator, I strive to allow students to step into the shoes of someone with different life experiences, challenge their perceptions of the world, and give them the tools to discover their truth.

Instructional Strategies/Assessment

As a High School Librarian, my educational role is a little different than that of a classroom teacher. I don’t have my own classes that meet regularly. Instead, I typically teach short lessons to support the classroom teachers. I frequently teach lessons on research, reliable resources, citing sources, and using technology tools – lessons focused on teaching skills which can be applied in multiple areas. In order to share these lessons with students who I don’t personally know, I find I need to be well prepared with visuals and relevant information that can be delivered in short segments. I typically do not have time to delve deep into topics or skills, nor would I really want to spend a long time lecturing to students, but I want to be sure I address the most important points.

Most of the assessment I do is informal. I don’t administer quizzes or tests. Mostly, I gauge the success of the lesson on what I observe when I am teaching. I also frequently hear back from teachers about how their students do on the assignments with which I assisted them. Another way I gauge the success of my lessons is in what I hear from students. When students come to me for help, I can tell what they understood and what I need to better clarify the next time I teach the lesson.

Student Motivation/Management

It is difficult, sometimes, to motivate students when I don’t have any influence over their grades. Since I am not their classroom teacher, I often do not have a relationship with the students, or even know their names. In the short time I often have with students, I make an effort to be friendly and welcoming. Even with reluctant students, I try to stay warm and non-confrontational. I understand that sometimes students will act one way in front of their peers, especially with a new (to them) teacher, and I want them to feel that I won’t hold that against them. I try to walk around the room as much as possible (using proximity control) and make eye contact with all of the students at least a few times. I want students to know that I am here as a resource for them. My job, as the school librarian, is to help them be successful. The information I share with students about doing research, using databases, citing sources, using iPad apps, and such is to support the work they are doing in their classes. Even if the students don’t retain everything I share with them, I want them to know that they can come to me at any time and I will be willing and able to help them figure things out.

Inclusive Learning Environment

I am a strong believer in providing a safe place for all students. A school the size of my school, with over 2000 students, has diverse demographics. Regardless of who the student is or where they come from, I want them to feel safe and represented in the space I provide. Part of the way I do this is in making sure my library collection has resources that represent all of the students. I frequently take suggestions and requests from the students in my building, and I look at multiple online and professional sources to get suggestions for different demographics. I try to create book displays that illustrate different types of people so that not only can students find books about people like them, but they can develop empathy for a person completely different from them. I also work hard to reach out to classrooms and teachers who work with our special education students and our English Language Learners. Often, these students can feel lost in a large school and I want them to feel that they, like all of the students, are always welcome in the library.