Teaching Philosophy

      I believe that all children deserve and have a right to equal access to books and information in an environment that is safe and conducive to learning (American Association of School Librarians,2009, p. 11), because 1) reading is an essential skill for personal growth, learning, and enjoyment; and 2) with the wealth of information available today, students must learn how to select, evaluate, and use information appropriately and effectively. 

     I believe an evidence-based school library program will best enable students to gain the skills they need to be successful in the 21st century; this extends to the instruction that takes place in the school library.  Information literacy skills should be taught using a constructivist framework and in context whenever possible.  Because students respond best to, and learn best from, instruction that is thoughtful, interesting, and relevant, I will strive to design and implement lessons that are authentic and engaging and follow the pattern of “Say, See, Do” in which information is presented in smaller chunks and then students are given the opportunity to explore and work with that information.  I will ask students only to do work that is useful.  I will always require that my students do the best they can. I will communicate with my students in a positive manner and be quick to make positive remarks regarding behavior and actions.  Corrections will always be given as necessary, but in a manner that encourages improvement.  I will also remember that not all students learn the same way and I will strive to incorporate multiple intelligences into my lessons.

     School librarians positively impact student achievement.  As true as that statement is, I also understand that I can achieve more and make a greater impact on student learning by working with others.  Collaboration between the school librarian and faculty is key in student success. Because I believe in an evidence-based school library program and because I want my students to thrive, I will collaborate with teachers as often as possible, working with them in any way they request, but always working toward the highest levels of collaboration.

     I believe learning cannot occur in an environment that is not properly managed.  Classroom management is an essential element to providing an environment that is conducive to learning.  I will not assume that students know which behaviors maintain a safe, predictable, and encouraging environment.  I will use an approach termed “friendly authority” for my classroom management.  Authority:  As the teacher, I will establish rules and procedures for the class; I will require compliance with those rules and procedures.  Friendly: As the teacher, I will provide practice for the rules and procedures so students know exactly what is expected of them; I will immediately and consistently enforce all my rules and procedures; I will not take offense at misbehavior but always remain calm; I will build rapport with my students so that they will want to comply with my rules and procedures.

     We live in the Age of Information and as citizens of this world we must have the skills and abilities to be effective and ethical users and producers of ideas and information.  Information literacy is the “keystone to lifelong learning” and therefore at the heart of all school library media programs (American Association of School Librarians & Association for Educational Communications and Technology, 1998, p. 1).  Students will not leave elementary school with all the tools and skills necessary to navigate this world, but I will work tireless to help them and give them every opportunity to develop a strong foundation to be life-long learners and enthusiastic readers.