Many people are simply used to the idea that classrooms are boring places to be and that teachers are boring people to be around. My goal is to change that perception by creating an environment that is interactive, memorable, and full of mystery and excitement. Nothing real and lasting can come from rote memorization or fill-in-the-blank worksheets by themselves. While there are some things that must be memorized and worksheets can be a valuable tool, there is so much more to be discovered than many students believe. Students should be actively learning, investigating literature with their own agendas and should be allowed to learn in the ways that they know best. Instruction should include ways to think and to learn, to find and to write, but it should all be comfortable to the student. Not every topic will be comfortable, but no one should feel out of place. No student should feel left out or without a voice.

     I believe that the value of education lies in the act of being educated and that feeling you get the first time you apply learning in a way that is bigger and more natural than the way it was taught. Every classroom should be interdisciplinary functionally. Students should understand that multiple perspectives are involved in every story and that every story has its bias. Every solution can be found from more than one path, and every problem has many possible solutions. Some may be more practical than others, more likely than others, or more or less pleasant than others, but there are many. Learning to distinguish between the good solutions and the bad, between the realistic and the not very likely should be a valued part of every student’s learning plan.

     I believe that the primary focus of every unit should be identified before the unit is planned, that every test should be compiled and learning objectives identified before the starting point is decided. Most people would not drive across country without a plan or at least a map of some kind. The same should be true of planning any unit. It is unfair to ask students to adapt to the lessons without having an idea of where they are being taken or to write a paper having no idea what the teacher’s expectations are.

     My goal as an educator is to teach students more than Math or English. I want to teach them life skills, effective communication, and a desire to learn. Backward design, differentiated instruction, and full disclosure will put students at ease in my classroom. They will always know what my goals are, where I am planning to take them, and what they will be doing to get there. Most importantly, I will seize as many opportunities as I can to take advantage of the "teachable moment" and show the students that not only am I not infallible but I have not researched every problem or found answers to every question. I may, however, have the answers they need to begin their own quests for more complete information themselves. I want a classroom that functions on self-respect, encouragement, and constructive criticism all around. I want an innovative classroom environment where the students are comfortable and feel free to express themselves verbally and in writing. I will work toward creating a classroom filled with respect, where everyone’s point of view is heard. I want an environment that screams learning but whispers work. I would like for students to hold their work proudly, working together but relying on themselves.