Educational Philosophy

As an educator, I will always demand excellence of my students. To do otherwise would be to perpetuate what our 43rd American president called the “soft bigotry of low expectations” – that is, I don’t believe you can do better so I’m not going to ask you to even try. This does not mean expecting every student to be an honors student, but rather, it means giving every student ample opportunity to demonstrate growth. I will utilize UDL and differentiated instruction to give diverse learners these opportunities. It is my role to guide them in making new connections with their prior knowledge and experiences.

In AD 65 Seneca the Younger bemoaned that the content taught to him was not relevant to life: Non vitae sed scholae discimus (“We learn not for life but for class time.”) I strive to make my math content so relatable that this ancient thought never crosses kids’ minds, “when will I ever use this in real life?” Through my authentic interest in my subject matter and by pointing to concrete examples of concepts in action, I aim to ignite in my students a genuine interest in (or at least respect for) mathematical thinking and all it can accomplish. Examples of this are evident in my lessons and assignments for Introduction to Programming at Butte College.

Educator Values

I firmly believe that school success starts at home. I will communicate early and often with parents, and not just for problem behaviors. Like with my students, I will give parents the opportunities to help their kids succeed both in school and in life. None of us exists in a vacuum. Rather, we are the sum of all the friends, family, classmates, and colleagues with whom we surround ourselves. For some students, that sum will be lower than that of their more privileged peers. For these students I will do my best to help them access resources to meet what Maslow’s hierarchy of needs calls their “deficiency needs” – food, rest, shelter, security, and safety.

Above all, I am committed to being a real human being in the classroom. Students are very perceptive and can easily tell when someone is being genuine. By being authentic and approachable, I create a safe and supportive learning environment where students feel valued and motivated to achieve their best. By demonstrating passion for my subject matter and compassion for each student’s situation, I will be a positive role model for success in STEM and success in life.

Teaching Metaphor

A shamash (שַׁמָּשׁ) is the candle used during Hanukkah to light all other candles on the menorah. It brings and shares light without diminishing itself, in turn allowing the other candles to bring and share their own light. Through teaching I am not just drilling facts into students' heads. I am igniting in them a lifelong passion and fire for learning and sharing knowledge. There is infinite knowledge to learn and share, and we are never diminished by doing so. In fact, we light up the world when we explore new ideas and learn from each other.Never let your candle dim!

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