I prepare students for success in their communities now and in the communities they will encounter.  Some students lack vision and hope, or misplace these.  Hence, I hold all students to high expectations for long-term success and for minute-to-minute choices.  Distractions hinder students.  Thus, I use daily routines, interesting material, incremental successes, relevant connections, relationships, and whatever it takes to engage students.  Many students who found success in earlier grades struggle with abstraction as they go on.  Therefore, I enlist interesting patterns, various representations-- words, pictures, tables, symbols-- and activities for eye, ear, and hands, and mind.

How do students learn?  By guidance.  By practice.  Best, by exploring problems at the edge of the comfort zone.  Hence, I dedicate around 80% of most class periods for problem solving and discovery.  Routines, consistently enforced expectation to work, books, calculators, and encouragement from peers tend to keep most students on track.  This lets me consult with individuals face-to-face.  My biggest reward is when a student says, "aha!" or "Now I get it!"-- especially when they get it without my prompting!

My biggest challenge is the person who interrupts others' learning.  I uphold the rights of the many to learn in safety.  I patiently, passionately demonstrate that I care for a kid by maintaining their responsibility to work and grow in both competence and character.

I aim for pro-active communication with parents, administrators, colleagues, and others who influence students.  My responsibility to that team requires providing timely assessment of student comprehension and spirit.  In turn, I want to know what they believe, value, and plan.  Informed and cooperative strategies yield student success.

Almost every day I meet new people, surprising perspectives, tweaks in technology, and challenges and opportunities to success.  My own education continues to develop.

April 22, 2005