Philosophy

My philosophy and approach to ensuring children have their unique needs met in a safe and caring space stems from an early school experience I had.  In second grade my initial teacher discovered that I could not read. Back then understanding of children with learning difficulties was very limited.   Thankfully my mother and another second-grade teacher believed I could learn, just in a different way.  This belief changed the trajectory of my life forever.

From this experience I decided, at the age of seven, to become a teacher.  I made a promise that as an educator children would always come first; children would be my WHY!

Children need people that believe they are doing the best that they can.  This belief stems from the notion that kids do well if they can.   When working with a child the approach has to be individualized based on that child’s current strengths and needs.  The approach needs to be developed collaboratively with key individuals.  Above all else, children need time and space to develop the skills that will support them in leading independent and successful lives. 

After many years in the field of education I was blessed to become a parent.  I have two wonderful boys who help me grow and learn each and every day.   There is no job harder or more rewarding than being a parent.  With my children my understanding of children, with learning differences, children who are 2E (twice-exceptional) and children who have social and emotional deficits has been stretched and broadened. 

I have added to my repertoire additional best practices that support and address specific learning gaps based on areas of need (i.e. Dyslexia).  I have expanded my understanding of 2E students and how to collaborate with school teams to provide the student with access to appropriate and rigorous support and services. 

I have spent time studying and learning about Collaborative Problem Solving, an approach developed by Dr. Ross Greene. I have deepened my understanding of behaviorism and Applied Behavior Analysis.   I have come to appreciate that is it not one approach in isolation that supports positive behavior improvements.  It will take the combination of different approaches to develop a comprehensive plan that will support the child in developing more socially appropriate behaviors. 

Since my beginnings days as a teacher, and throughout my personal and professional experiences, I have always approached work with children through my core value of being child centered.