Philosophy

"Children want to know things, they want to do things. Teachers do not have to put life into them: the life is there, waiting for an outlet. All that is needed is to preserve and to direct its flow." W. W. Sawyer

Learning for students at the intermediate level is so much more than the discreet subjects presented to them on a daily schedule. In my classroom, I facilitate students' exploration of a wide range of academic content, from multiplication to magnetism, author inspiration to geography of the world, while concurrently using real-life, day-to-day situations to work on many important life-skills beyond just reading, math, science, and social studies.

The activities we do in the classroom teach much more than intellectual or academic content and topics; they serve as a conduit for exploring and developing meaningful life skills. In my classroom, children have opportunity to:

During these experiences, I challenge my students with questions like the following:

In order to maximize student growth and development within these areas, I believe it is vital for me to be my authentic self. Sharing myself allows me to build true relationships, so children, in turn, feel comfortable revealing their true selves. This type of environment, where individuals are empowered to be themselves, facilitates several important things.

First, because I make an earnest effort to know my students on a personal level, I am able to discern the needs of each individual student, and as a result, craft lesson plans in way that meets those needs. This knowledge also enables me to establish routines for the good of both the individual students and the class as a whole.

Second, when my students feel known, I am able to have open, honest conversations with them concerning missteps and struggles. During these conversations, I can encourage students to reflect on their choices and experiences and guide them in establishing and working toward goals.

Finally, because I know my students well, I can confidently give them a specific level of control within the scope of their developmental capacity. Everyone in the classroom benefits when individual students are able to make choices based on their personal interests, within the boundaries I've established for them.

The result of this weaving together of love and structure is a classroom where students feel secure and, thus, are able to flourish.

Group Picture 2019

Quotes that demonstrate my teaching philosophy in action:

I just wanted to write and say that a great many nights at dinner when [daughter] tells us a story or two from her day, we look at each other and say, "Wow. Ms. Dillaman is such a great teacher." We want to say thanks for being thoughtful and creative and keeping the important things about learning in the center of the curriculum. We really notice and we really appreciate it, all the time. We feel lucky that [daughter] has you as her teacher!" -Parent, January 2017

"Seeing you at my piano concert made my heart lift. I thought, "No teacher but Ms. D would come to their student's recital!" My heart was fluttering with happiness. I hope you bond with the third graders the same way you did with us." -5th grade student, June, 2016

"You gave us lots of work, but really helped us progress. You knew when we needed to work harder and when we needed a break." -5th grade student, June 2016

"Thank you for teaching me in fourth grade. I learned a lot from you and what you taught me. I am really excited about having you as my teacher in fifth grade! I especially liked playing foursquare with you and seeing you play the bass. I also liked learning the yoyo and watching you yoyo. You are really good at teaching math, and I like how you like a challenge. Zentangling and creating games were some highlights, and I also enjoyed when we got into deep discussions." -4th grade student, June 2015


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