Archive for February, 2009

About Me

Hi! My name is Angela Koski I graduated from SUNY Oswego with a MSEd in Adolescent Education: English grades 7-12.

Click here to view my resume

Educational Philosophy

I base my educational philosophy on The Goals of Teaching for Social Justice written by my Teaching for Social Justice professor Dr. Anne Fairbrother.

Goal 1: To ensure that all students flourish.

The understanding of and appreciation for diversity is key in ensuring that all students flourish.   I make it my priority to know my students as well as to provide an environment of acceptance where students may explore literature and their own academic possibilities. 

Goal 2: To prepare students for democratic participation.

In order to prepare students for democratic participation I teach students to recognize, assess, and resolve social injustices as they occur.  Students are aware that social injustices occur and they bring their own personal experiences to the classroom.  Utilizing students’ prior knowledge and through thoughtful integration of social justice lesson plans, the social justice framework that is vital to democratic participation is laid out for students. 

Goal 3: To create a more just society.

As an educator it is my personal responsibility to provide students with the knowledge and skills to contribute to society in a positive, proactive manner.  Through social justice education I will help students be agents of change, striving for an equitable society where all citizens have access to power. 

I want to research and be open to methods that will work for students and be willing to scrap the methods that are ineffective.   I value democracy above all and will fight for equality in my classroom to ensure that every student may excel. 

Teaching for Social Justice is also essential to my life as an educator.   Here is a list of socially just teaching strategies:

  • using strategies to meet students’ different learning styles
  • using culturally relevant approaches (linked to the experiences of the students)
  • using classroom activities so that all students’ voices can be heard (like cooperative learning, role playing, and response journals)
  • using experiential learning activities
  • using inquiry based learning
  • using multiple forms of assessment
  • having high academic expectations for all students (and helping bridge gaps in learning when necessary)
  • acting in caring, supportive, and hopeful ways (Fairbrother & Russo, 2009)