The first time I watched a student’s eyes light up with understanding, I realized that teaching was not just a job- but who I am. Fifteen years later, I still live for those moments. I mean I have seen them from every angle- I have been the wide-eyed student, the passionate teacher and now I have found myself both at the same time. Education has truly shaped my life. What Carol Dweck (2016) calls a growth mindset is exactly what this experience represents—the idea that hard work and persistence can turn struggles into successes.
I remember sitting in algebra for weeks, utterly lost, staring at equations that made no sense, and it didn’t matter how much I studied I just could not see the logic behind it. The day everything started to make sense was my aha moment. Everything shifted and made sense, what was once my least favorite class became enjoyable! I honestly believe that this is where my view of learning changed and heavily influenced the way I teach today. I know that every student's learning style is different, I strive to create an environment where they feel supported and know that I welcome their questions. I want my students to know that even though they may struggle with something today does not mean that they are not capable. Just because there is not instant success does not mean we are failing. It just means that we have not found the right approach, yet.
The Eternal Student (That’s Me!!)
I am a lifelong learner who genuinely loves to learn new things. In fact I thrive on it! I am constantly seeking new teaching methods, integrating emerging technologies or designing more student-centered lessons.
I firmly believe in leading by example. I want my students to see that learning isn't just about textbooks and tests—it's about being curious, solving problems, and always getting better. I've made my classroom a place where we all learn together, where it's okay to make mistakes, and where new ideas are always welcome. My own learning experiences shape my teaching practices, I am constantly playing around with the latest tech or trying a new approach to teaching.
My passion has only grown stronger since I started my Master's in Applied Digital Learning, reinforcing my belief that education should be engaging, relevant and personalized. By embracing innovation and fostering a love of learning, I want to help my students gain the skills, confidence, and mindset they need to succeed in today's ever-changing world.
Two Sides of the Same Coin: Teaching vs. Learning Philosophies
A teaching philosophy focuses on the how - how we manage our classrooms, how we instruct and assess our students. It defines how we engage students, create learning environments, and measure progress (Brookfield, 2017). A learning philosophy focuses on the why and the what, why we learn, how we build new skills and what we do with the information once we have it. Research suggests that effective learning involves active engagement, self-reflection, and meaningful application of knowledge (Kolb, 2015). By understanding that teaching and learning go hand in hand, teachers can create environments that not only deliver content effectively but also inspire curiosity, critical thinking, and lifelong learning.
My teaching philosophy reflects Constructivism, the learning theory that emphasizes active engagement, exploration and reflection. Learning isn’t about passively absorbing information; it’s about actively engaging with it. Nothing compares to first hand experience, deep understanding can not be replicated in a textbook or lecture. This belief, deeply rooted in John Dewey's experiential learning theory, shapes every aspect of my teaching practice. Dewey (1986) argued that genuine education comes through experience, not just exposure to information. Similarly, Jean Piaget (1952) emphasized that children actively construct knowledge through experiences rather than simply receiving information. I want my students to experience that same kind of discovery, where learning feels exciting, challenging, and real. This means moving beyond standardized approaches to create learning experiences that resonate with students' lives and interests.
Education should reflect the way people naturally learn—through curiosity, autonomy, and exploration. A well-designed learning environment doesn’t lower expectations; it supports each learner in reaching them in their own way. Technology now allows us to shift from a one-size-fits-all method to one that fosters student agency and adaptability. Implementing blended learning in my classroom has demonstrated the power of student-centered approaches, enabling learners to engage with content in ways that suit their individual strengths and needs. In my classroom, every question leads to exploration, every mistake is a chance to grow, and creativity is as visible as the learning itself.
The Role of Technology in Personalized Learning
Technology plays a crucial role in bridging learning gaps. By integrating technology, we can enhance CSLE through platforms such as DreamBox, IXL, and Khan Academy. These adaptive learning platforms adjust in real time to meet students at their skill level. Gamified learning experiences like Prodigy, Classcraft, and Quizizz make learning more engaging and interactive. Utilizing collaborative digital spaces like Google Classroom, Seesaw, and Flipgrid encourage peer interaction and shared learning experiences. Having assistive technology at our fingertips such as speech-to-text tools, screen readers, and personalized learning apps help make content more accessible for students with disabilities.
By leveraging technology within the CSLE model, we can create an inclusive, student-driven learning experience that supports diverse learning needs while maintaining high levels of engagement and achievement.
The Road Ahead
Throughout my time in education- the places where I have seen the deepest learning are not what most people would think of if they painted a picture of a classroom. The lessons that I remember most were loud, kids roaming from station to station around the room, messy and if I am being quite honest a bit like chaos. But these lessons are thoughtfully designed to foster curiosity and allow natural learning to occur. This doesn't mean my classroom lacks less structure than others. It just means that I am shifting my role from lecturer to learning facilitator. I am not saying that we need to get rid of traditional education. Instead I believe that we should blend what we know already works with new technologies to make learning even better! Structure and freedom aren’t opposites- they are the foundation to truly effective learning. Digital learning has demonstrated that when these elements are balanced students are engaged and thriving.
"A teacher by definition is focused on themselves and their ability to impart knowledge. The saying ‘sage on the stage’ is extremely appropriate in this context. In contrast, a learning facilitator is focused on the learner and on creating a desirable environment in which the learner can come to know, acquire knowledge, or make a meaningful connection—a ‘guide on the side.’" - Dwayne Harapnuik
Changing Education: One Classroom at a Time
Education is transforming, and I believe that real change will happen one classroom at a time. Education should be about providing students with the tools they need for success, not forcing them into a specific mold. My learning philosophy directly reflects my Innovation Plan, which focuses on using adaptive learning platforms to bridge educational gaps for special education students in Texas. Through technology and adaptive learning instruction, we can better prepare students for success on the STAAR test and beyond. According to Bernard et al.(2019) "Adaptive teaching and individualized learning represents a paradigm shift from the traditional one-size-fits-all approach to education, enabling learning experiences that adjust to individual student needs, pace, and preferences."
The most powerful moments in learning often come when we let go of the need for perfect order and embrace the beautiful disorder of real authentic learning. Over the years, I have witnessed the increasing pressure on young learners to perform academically at the expense of creativity and play. Standardized testing has shifted the focus away from whole-child development.
As a change agent, I'm passionate about using blended learning to create flexible and engaging learning experiences. I advocate for student-centered environments that encourage creativity and autonomy. As I continue to explore digital learning, I'm more convinced than ever that we have a chance to make positive changes in education. By embracing these innovative practices, I am committed to create learning experiences that move away from rigid, data-driven instruction towards authentic, meaning learning experiences. I am so excited to see what the future holds. And honestly, I can not wait for more aha moments!
Annotated Bibliography
Bernard, Robert M., Eugene Borokhovski, Richard F. Schmid, David I. Waddington, and David I. Pickup. 2019. “Twenty‐first Century Adaptive Teaching and Individualized Learning Operationalized as Specific Blends of Student‐centered Instructional Events: A Systematic Review and Meta‐analysis.” Campbell Systematic Reviews 15(1–2). doi: 10.1002/cl2.1017.
This meta-analysis and systematic review investigates how adapting instruction to individual student needs affects educational outcomes, with a particular focus on teaching approaches that put students at the center of the learning process.
Brookfield, S. D. 2017. Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Brookfield explores the importance of critical reflection in teaching, emphasizing how educators can examine their assumptions, improve practice, and foster student engagement.
Dewey, J. 1986. Experience and Education. The Educational Forum, 50(3), 241–252. https://doi.org/10.1080/00131728609335764
Dewey advocates for experiential learning, arguing that meaningful education emerges through active engagement and reflection rather than passive instruction.
Dweck, C. 2016. Mindset: The new psychology of success (updated ed.). Random House.
Dweck introduces the concept of growth vs. fixed mindsets, explaining how attitudes toward learning and effort shape success and motivation.
Harapnuik, Dwayne. 2021. “Learning Philosophy.” It’s About Learning Creating Significant Learning Environments. Retrieved (https://www.harapnuik.org/?page_id=95).
Harapnuik contrasts teaching and facilitating learning, emphasizing a shift from being the “sage on the stage” to a “guide on the side” in learner-centered education.
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
Kolb outlines his Experiential Learning Theory (ELT), highlighting the cycle of learning through concrete experience, reflection, abstract conceptualization, and active experimentation.
Piaget, J. (1952). The Origins of Intelligence in Children. W. W. Norton & Company.
Piaget’s seminal work details cognitive development in children, introducing constructivist principles where learners actively build knowledge through experiences.
Tan, S. C., & Hung, D. (2003). Beyond information pumping: Creating a constructivist e-learning environment. Educational Technology, 42(5), 48-54.
The authors discuss how constructivist principles can enhance e-learning by moving beyond passive content delivery toward interactive, inquiry-driven learning experiences.
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