I have a Masters in Teaching from the University of Washington and a Ph.D. in Anthropology from Case Western Reserve University in Ohio. As an anthropologist, I lived and worked in Southeast Asia, primarily Burma, Thailand, and Indonesia. I have also traveled extensively and conducted volunteer work in other parts of the world. When my two children entered elementary school, I became involved in their school, first as a volunteer and later as a consultant for Seattle Public Schools. Through this work, I discovered my true vocation as an intermediate elementary teacher. I hold a Washington State K-8 Teaching Certificate and have a highly qualified endorsement in Elementary Education. I feel very blessed to be here at Christ the King!
I believe that all children should feel safe, encouraged, engaged, and valued at school. I teach to ensure that children know how much they matter and how important it is to show kindness to and respect for all people, no matter what. Important features of my classroom include collaboration, critical thinking, curiosity, perseverance, and advocacy.
I aim to create a caring, safe, responsible, and respectful learning environment in which students can work to reach their individual potential and contribute to the well-being and success of others within our classroom community and beyond. During the first week of school, students learn about the difference between equality (all students are treated the same) and equity (all students get what they need), and it is my goal to ensure that everyone in our classroom is treated equitably by teachers and students alike, and all are viewed from a positive, strength-based perspective.
My classroom management system is based on the principles of Responsive Classroom, an evidence-based approach to teaching that focuses on engaging academics, positive community, effective management, and developmental awareness. This approach to teaching helps create safe, joyful, and engaging classrooms and school communities where students develop strong social and academic skills and every student can thrive.
I provide differentiated instruction to ensure that the individual needs of all students are met. Whenever possible, I will try to provide two or even three levels of activities to target students with different learning needs. All students will also have the opportunity to complete supplemental challenge work in addition to regular assignments, if they choose—engaging students with challenging and meaningful material is key to learning!
Math: Ffith grade mathematicians follow the “Bridges in Mathematics” curriculum, which focuses on developing deep understanding of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. In 5th grade, I use a Math Workshop approach that is similar to Reading and Writing Workshop. Following a short whole-group mini-lesson, students rotate between partner work, small group meetings, and independent work. This method allows for daily, targeted math instruction that includes many opportunities for students to develop and share their mathematical thinking, gain a strong number sense, learn new strategies, and become more curious about and confident in math.
Reading: My goal is that all students develop a life-long love of reading a diverse range of texts. Following the Reading Workshop model, I use mini-lessons to teach reading skills and strategies that are reinforced through independent reading, book clubs, and individual conferences. For vocabulary enrichment, we study cross-curricular content words throughout the year. 5th grade students read a wide range of realistic and historical fiction, informational texts, poetry, newspapers and magazines (online and print), as well as texts connected to other content areas (particularly social studies and science). Fifth graders also read, analyze, and perform a work by Shakespeare each spring.
Writing/English Language Arts (ELA): Students have ample, meaningful opportunities for narrative writing (personal narratives, memoirs, novels), informational writing (newspaper articles, research reports), persuasive writing (speeches and debates, opinion pieces), and poetry. Writing is taught using a Writing Workshop approach, which integrates ELA (grammar, punctuation, spelling, capitalization, usage, and use of reference materials). Skills are taught in mini-lessons, and writers write independently, participate in conferences, and share their work. Students often present their writing in order to practice and grow confident in their public speaking and listening skills. Each writing unit ends with a celebration.
Social Studies: Students study U.S. History from the prehistoric development of indigenous societies in North America to the legacy of the Constitution (approximately 13,000 B.C. to 1791). This journey begins with discussions about how, when, and why people came to the Americas, and continues with the study of the impact and role of colonization and slavery in the establishment of the 13 colonies, as well as an examination of the American Revolution and the founding of our nation. We also explore the impact this history has on contemporary society by examining the rights and responsibilities of U.S. citizens in the 21st century, particularly through the lens of human rights in the global setting. As we explore the history of our nation, students reflect on essential questions through extensive reading, writing, and discussion from multiple points of views. As much as possible, social studies content and themes are explored through research and project-based learning.
Science: Fifth grade science focuses on learning how energy cycles through ecosystems, engineering freshwater solutions, and space science. Students develop a solid understanding of the scientific method by applying critical thinking skills to formulate hypotheses, conduct fair tests, analyze results, and draw conclusions while completing these hands-on and project-based science units.
Religion/Social Emotional Learning (SEL): Fifth grade students learn about the Catholic faith through the lens of Catholic Social Teaching principles. These principles are reflected across the 5th grade curriculum in class community service activities, analysis of scripture and liturgy, as well as raising awareness and promoting action around social and racial justice issues.
Social emotional learning is also integrated across the curriculum to help students understand and regulate their emotions, set and achieve positive goals, feel and show empathy to others, establish and maintain positive relationships, and make responsible decisions. Our 5th grade class meets daily to practice social skills, develop and share learning goals, reflect upon and develop our emotional vocabulary and resources, and address sources of conflict within the classroom community. The principles of mindfulness and growth mindset are also explored, practiced, and encouraged in the classroom.
Technology: In 5th grade, technology topics and skills are integrated into content areas. Topics and skills include: device basics, touch typing, word processing, multimedia presentations, digital citizenship (social media, online etiquette, safety and communication skills), internet research (citing sources, reliable sources, search engines), and troubleshooting.