Philosophy of Education

Lauryn Scheske
Philosophy of Education
My mission as a teacher is to empower students to become lifelong learners, to resource
students with the tools and skills necessary to be as independent as possible, and to create a
community where every student can feel belonging. Everything I do as a teacher will be designed
to help students grow not only in knowledge but in independence. Students will learn this
through hands-on experiences. Children have an innate desire to learn, and my job as their
teacher is to challenge them through productive struggle and foster this desire. Having low
expectations and simply not providing opportunities for students to investigate concepts taught
during instruction will squash their drive to learn. I will encourage students to ask questions and
make connections to their own lives. Connecting content to their lives is what makes education
meaningful, and it is what helps students to become lifelong learners. I will start making
connections with students by creating a classroom environment that is inviting and safe. I desire
to be a teacher that removes any barriers students with disabilities often face in the classroom
that keeps them from reaching their fullest potential. In my class, they will be loved, supported,
and challenged to grow.
Relationships built with students is the foundation upon which learning is possible. My
role as a teacher is to remove barriers to learning and guide students through learning
experiences. In these experiences, they will explore concepts and investigate how these concepts
impact the real world. My role is to create instruction with intentionally design questioning that
pushes students to think more deeply. My purpose is also to create opportunities for discussion
that pushes students to think more independently. Furthermore, these practices only become
practical for students with disabilities if they can partake in hands-on experiences to generalize
knowledge. For example, teaching students how to count money will only become meaningful
for them if I provide them opportunities to go to a real store and practice paying for things they
desire to buy.
With this in mind, students are then expected to actively participate in the learning
process. Students will learn academic content in my classroom, but they will also learn strategies
for how they learn best. They will be encouraged to take ownership of their learning. When they
leave my classroom, I want them to be able to continue to learn and grow no matter where they
go next. Many often underestimate students with disabilities, but I desire to create an
environment of high expectations where goals are established and met by students. This action of
continually achieving goals will give students a further understanding that they are capable of
more, and this action will also help develop self-determination. I plan to help my students with
disabilities become self-advocates as well. They will be expected to work towards further
independence each day.
Creating an environment that is inviting, safe, and productive is a crucial part of the
learning process previously described. Students must develop a sense of belonging within the
classroom for learning to be possible. The amygdala of my learners cannot be activated if I want
and expect them to learn. The release of oxytocin and dopamine through relationships,
movement, and enjoyment in the classroom will relax the amygdala of my students and allow
them to access their prefrontal cortex. Because of this understanding, I plan to design my
classroom that reflects my students and their work. By doing this, I am not just saying to my
students that they belong; I am showing them. I plan to engage in culturally responsive teaching,
where my decorations and lessons reflect the cultures of my students. This plan, combined with
space within the classroom for physical movement, will provide students with an environment
conducive for learning and growth.
Another necessary part of creating a productive, culturally responsive learning
environment is connecting with and receiving feedback from parents or guardians. I see families
as allies and members of my team to help their children grow. Parents and guardians are the
experts on their own children. I believe that the vast majority of parents want their children to
grow up to be independent, contributive members of society. I believe the teacher is responsible
for developing a deep understanding of her students' families desire for their children.
One of the main reasons I decided to become a teacher was because I wanted to be an ally
to students. I love to build relationships with students where I am their friend, but I will also
challenge them to become all they can be. I will be the leader of my classroom, but not as an
authoritarian. I want students to take ownership of their learning and their goals. Whether it is a
behavioral goal or an academic objective, students will be encouraged to think critically about
their decisions. Once again, I will have high expectations of them, but I am also very eager to
investigate the causes of behaviors and problem solve ways for students to grow. From here, we
can create a plan where I will take on specific responsibilities, and my students will be expected
to as well. When I share responsibility with my students, it instills self-discipline and self-
determination within them.
I am determined to examine the barriers that often keep students from growing in school,
and instead approach my students with love, empathy, and the desire for things to change. My
classroom will be a place where strengths are utilized, and weaknesses are faced and challenged.
My class will be a community of learners growing together to develop a love for learning and a
positive outlook for their futures.

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Lauryn Scheske

My mission as a teacher is to empower students to become lifelong learners, to resource

and challenged to grow.

independence each day.

conducive for learning and growth.

Another necessary part of creating a productive, culturally responsive learning

grow up to be independent, contributive members of society. I believe the teacher is responsible

determination within them.

positive outlook for their futures.

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