ZOE GORSKI

My approach to teaching is student-centered and aims to provide lessons that are active, relevant, integrative, and exploratory. Three beliefs drive my philosophy: students are my focus; education is effective when it becomes personal and students feel respected; and safe, positive environments are a vehicle for meaningful learning to occur. It is my primary aim to help students create meaning and draw connections from experiences, but above all: to love learning.

 

Students are unique and have different strengths and perspectives to share that guide their learning. I believe that my role as an educator is to facilitate and guide learning through the provision of a positive, inclusive, and safe environment. In order for learning to occur, classroom management that promotes inclusivity and respects diversity must exist. I offer my students genuine and authentic opportunities to get to know each other and myself, and I have zero tolerance for disrespect towards others and the self. With a supportive environment, students have the freedom and security they need to take ownership over their learning, share their experiences, and make lasting connections with others.

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In my English Language Arts classroom, one way we show respect for each other and ourselves is listening to writers share their work. Each of my students is a writer and is welcomed to share their writing when they feel comfortable. I believe that students must feel respected by their peers and teacher in order to feel confident enough to share their work and participate in authentic discussion. I believe that each of my students has something valuable to contribute and all other students must respect their voices. I believe that sharing and discussing learning is the best way for students to connect with others and make sense of other experiences. When respect for others is central, students have the room they need to open up and share with others. I work hard when establishing classroom management to model and show respect for everyone, and I expect the same from my students.

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When we share writing responses on a volunteer basis in my classroom, the audience is expected to politely clap and provide positive feedback every time. I model giving verbal feedback by offering two positive, content-based compliments before addressing any concerns or suggestions for revision. Then the class is encouraged to give appropriate, relevant feedback before we move on to the next volunteer. The reason I incorporate volunteering in my class is because I value student choice. I believe student choice, whenever possible, helps to create ownership and pride in student work. When students are given the chance to share out based on choice rather than compliance they become engaged in the learning process and create meaningful learning opportunities.

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I believe my role as a teacher is to guide and facilitate learning, and I believe that learning is synonymous with living. My responsibility is to prepare learners for the world outside of the classroom. Learners must be adaptive and they need to acquire tools and techniques to help them navigate school, family life, work, and the rest of the world. Because I believe that learning is also living, it is my goal for students to love learning so that they can always look for the best in their lives. I want my students to enjoy education and engage with learning opportunities in and out of the classroom and always communicate with others respectfully. When students genuinely want to learn, they seize opportunities to explore, make connections, see patterns, make predictions, tell stories, and share their learning with others. I believe that all people strive for understanding and with guidance, students can learn strategies to make sense of their experiences for the rest of their lives.

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