Education is more than the transfer of information, it is the development of thinkers. As a future teacher from rural Appalachia, I believe deeply in the power of education to uplift communities, widen opportunity, and help students see themselves as capable and intelligent. My hope is to be a light for my students and for the mountains that raised me. Because of this, my classroom centers on students doing the thinking. They should be analyzing, questioning, reasoning, and making sense of ideas rather than memorizing them. Learning becomes meaningful when students actively construct understanding through discourse, inquiry, and reflection (Krajcik and Blumenfeld, 2006, Fitzgerald and Palincsar, 2019).​

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A student centered classroom shifts the intellectual work from the teacher to the learners. Instead of simply following procedures, my students will explore ideas, test strategies, and build connections for themselves. Project based and inquiry approaches show that students learn more deeply when they are engaged in doing, investigating, and solving authentic problems (Barron et al., 1998). This kind of engagement encourages curiosity and confidence, especially for students who have spent years thinking they are "bad" at math.

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Discourse is central to this process. I want students asking questions not just to me, but to one another. When students explain their thinking, listen to peers, and respond thoughtfully, they build stronger reasoning skills. Manouchehri and Lapp (2003) emphasize the role of questioning in helping students uncover their ideas and understand the ideas of others. Questioning is not just a teaching technique. It is a way of building a classroom community where thinking is shared and valued.

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To make this possible, I use wait time deliberately. Rowe (1986) found that when teachers pause long enough for students to think, students respond with more detail, more accuracy, and more confidence. A simple moment of silence can open space for deeper thought. It also signals to students that forming an idea matters more than being quick. This is important for students who may be hesitant or afraid of giving the “wrong” answer.

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Creating room for student thinking also requires intentional choices about how I speak and listen. Scott et al. (2006) describe the balance between authoritative talk, which supports accuracy, and dialogic talk, which values student ideas and perspectives. My goal is to create a classroom where both are present. Students need clarity and guidance, but they also need opportunities to explore their own reasoning openly.

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Collaboration plays a major role in helping students learn from one another. Johnson, Johnson, and Holubec (2004) point out that cooperative learning works best when students rely on each other and share responsibility for outcomes. I aim to create group work that feels purposeful and supportive, not forced or superficial. Students should feel that they are learning with and from their peers.

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Assessment is another place where my beliefs come to life. I plan to use standards based grading because it aligns assessment with actual learning rather than compliance or one time performance. It allows students multiple opportunities to show understanding and gives clearer feedback about their progress. Pollio and Hochbein (2015) found that standards based grading supports achievement because students know what they need to learn and how to improve. For many Appalachian students, this provides a fairer and more encouraging path forward.​​

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Finally, I believe that good teaching requires ongoing learning. Ma (1999) shows how deep content knowledge strengthens instruction and helps teachers respond to student thinking with flexibility and clarity. I am committed to improving my teaching each year through study, collaboration, and honest reflection.

 

My teaching philosophy rests on three commitments. Students should be at the center of the learning. Assessment should support growth and equity. Teachers should always be learning and advocating for the students they serve. As someone shaped by rural Appalachia, my mission is to help my students see their own brilliance and know that they are capable of success. My classroom will be a place where all students feel valued, challenged, and supported as they grow into confident thinkers.