1. Lisa Pickard My Philosophy of Teaching 2011

2. LISA PICKARD

3. LISA PICKARD Educator MotherAdvocateStudentFamilyFriend “Light the Night Walk “ Team Alexandra Mentor

4. Life- Long Commitment to Education Pre- College Elementary John A. Sciole Middle Aurora Middle School High School Lancaster High School College Erie Community A.A.S. Criminal Justice Hilbert College B.S. Criminal Justice University of Buffalo B.A Psychology Niagara University M.S Ed. Early Childhood and Childhood Education Birth-6 “Education is not preparation for life: Education is Life Itself” -John Dewey (Pioneers, n.d.)

5. Pragmatist RealistExistentialist Me

6. ProgressivismEssentialism ME

7. Montessori Addams Dewey Addams Montessori The Pioneers Who Inspire Me

8. Student Centered Teacher Centered Provide nurturing environment When based on students interests students more motivated to learn and be successful Teacher as a facilitator, guide, director Balancing Subject matter and the student’s Interests or needs New Core Curriculum Study a common body of required subjects while exploring diversity with in those subjects The 3 R’s Facts and concepts presented but allow for creativity and encourage class engagement At the elementary level students need to be presented with a variety of information so that they can decide later on what interests them.

9. Planning Purposefully planned lessons and activities with clearly described goals and objectives to motivate and engage students. Ensuring that all unit and lesson plans are constructed to meet the NYS Common Core Standards and Policies set forth by the school district. Lesson plans are constructed using a Backwards Design Planning Model. Lesson plans include: a specific objective, NYS Core Standards, preparation and prior knowledge pre-requisites, a clear set of steps outlining what is to be taught beginning with an anticipatory set (to motivate and engage), accommodations for all students with exceptionalities, remedial and enrichment plans, closure, and proper assessments. Instruction Using multiple teaching models, strategies, and a constructivist approach to education students will explore, interact socially, discover and construct knowledge based on experiences and prior knowledge. Utilize a balance of Direct Instruction, Presentation and Explaining, Concept Teaching, Cooperative Learning, Problem- Based Learning, and Classroom Discussion. Various grouping methods for instruction and task completion will include: Whole Group, Small Group, Partner, and Individual groups Assessment Assessment should be simple to implement and deep for sustainability and should involve teachers, students, parents, and administrators. Eight Big Ideas of Assessment (1) Assessment serves different purposes: diagnostic, formative, and summative (2) Assessment must be planned and purposeful both informal and formal (3) Assessment must consist of a range of types including oral, performance and written tasks (4) Assessment and Instruction must exist together, as assessment informs learning (5) Students learn best when assessment results are given in words, so they know what they did well, what they have done poorly, and what they must do to improve (6) Assessment is a collaborative process (7) Performance Standards are essential for effective assessment (8) Professional Judgment is needed when reporting and grading student achievement Collect sufficient sample of work and data through use of Portfolios, exams, standard tests, oral and other written communications Cooper,D.(2006). Talk About Assessment, Thomson and Nelson, Toronto, CA, p 4-5.

10. Establish Clear Classroom Rules, Procedures, and Expectations that govern movement, talking, time management, and behaviors appropriate throughout daily activities. Take the necessary time to explicitly teach and ensure each student is clear on these policies. Utilize the Principle of Least Intervention. Successful management sets students up for success in future grades. Purposefully Plan Enforcement of rules and procedures must be swift, fair, and consistent. It must take into account a students age, cognitive, and socio-emotional development. Set up an effective learning environment that encourages inquiry, exploration, discovery, and cooperative learning. Engage learners. Mutual respect. Positive Reinforcement.

11. Students are INTRINSICALLY motivated to learn. Use extrinsically motivators less and less as intrinsic motivators take hold. Building a community of life-long learners. Success breeds further learning. Excitement grows as students want to be their personal best. SUCCESS Students begin to learn when their basic needs are met. Encourage students to express themselves. Students feel valued. Once students are comfortable they begin to learn, understand, and grow as individuals.. Use praise and encouragement for positive behaviors. The environment is fun and exciting. Utilize and Understand Abraham Maslow’s Hierarchy of Needs. Take the time to KNOW your students- personal life, academic strengths and weaknesses, likes/dislikes, learning styles. KNOW your students family- background, culture, beliefs, parental support and involvement. Be genuine. Show respect, love, convey belonging, interest in personal and academic life and growth. Provide safe, secure environment conducive to learning Slavin, R. E. (2009). Educational Psychology: Theory and Practice with MyEducationLab (9th Edition) (MyEducationLab Series) (9 ed.). Columbus, OH: Pearson.

13. Teachers help students to grow to become independent self- regulated life-long learners Prepare students for a successful future, contributing to a global society Promote teamwork, friendships, peer culture Provide the safe, nurturing place for students to learn and grow Build self-esteem and confidence Impart knowledge and empower students to construct new knowledge

14. students.umf.maine.edu http://www.franklin.ma.us/auto/upload /schools/oak/704-classroom-010.jpg http://imagecache5.art.com/p/LRG/27/2759/IE4TD00Z/alfred- eisenstaedt-elementary-school-children-with-heads-down-on-desk- during-rest-period-in-classroom.jpg My Class Not my Class What do I want my Class to Look Like? http://www.jigsawcreche.ie/ images/Original%20Files/m ontessori-room.jpg

15. Elementary Educator Continuing Education in Literacy and School Administration On-Going Professional Development to develop computer skills to integrate the latest technology into the classroom

16. References Ornstein, A. & Levine, D. (2008). Foundations of Education. Boston: Houghton Mifflin. Pioneers In Our Field: John Dewey - Father of Pragmatism | Scholastic.com. (n.d.). Teaching Resources, Children's Book Recommendations, and Student Activities | Scholastic.com. Retrieved November 23, 2009, from http://content.scholastic.com/browse/article.jsp?id=3424http://content.scholastic.com/browse/article.jsp