McMathTeacher

B.S. from Stephen F. Austin State University, M.Ed. from University of Texas at Rio Grande Valley Certifications in 4th-8th grade generalist, K-12 special education, ESL, and 4th-12th grade math Google Level 1 Certified 10 years of classroom teaching in math and special education (resource math)

My philosophy of education stems from my experiences as a student of academia, classroom teacher, special education department chair and case manager, and perhaps most importantly, as a parent. I returned to college later in life to complete my degree in education because becoming a teacher was a life-long goal. My mother and grandmother were both teachers. Many of my friends were teachers. When I first started at Stephen F. Austin State University, I thought I would take a bunch of math classes and graduate with a teaching certificate. Instead, I became consumed with the study of understanding the students I taught - their individual backgrounds and stories. I discovered that most of the kids I worked with came from abject poverty, something that my family was fortunate to not have experienced. I became a student of Dr. Ruby Payne and her “Framework for Understanding Poverty”. Many of the behaviors I observed were explained by her theory that there are hidden rules among the different socioeconomic classes. Her teachings greatly impact my classroom management skills today, and I consistently employ her methods of developing human experiences and knowledge through relationships and education. As a classroom teacher, I’ve seen firsthand how state policy dictates what is taught when it is taught, and how it is taught. The difficulty lies in promoting a positive learning environment that is student-centered while adhering to state and district policies and balancing students’ individual educational capital and environmental needs. Differentiating in the classroom becomes the priority since schools want to provide the least restrictive environment for students who receive special services while inadvertently creating heterogeneous classrooms. To accomplish the goal of differentiated, student-centered, positive learning, teachers must not be afraid to allow students to learn heuristically and be willing to relinquish control of the classroom. No longer can we afford to have a “sit and get” classroom in which the teacher is the center of learning. As classroom facilitators, teachers should take on the role of observer and guide, intervening only to redirect student behavior and supervise student-directed learning. For many seasoned teachers, this can be a difficult task, because it goes against “the way it’s always been done”. Only when we as teachers can get out of this comfort zone, can we truly create a positive learning environment where students feel safe and free to explore, try, fail, and try again. During my time as a special education department chair and case manager, I was not only responsible for protecting my students’ rights but also ensuring that their learning environment was one in which each student could thrive both individually and within society as a whole. Balancing the needs of the few with the needs of many became my main concern. Each time I begin an ARD meeting, I emphasize to everyone that ARD meetings are not “us against them” and should be a team effort where the student’s best interests are kept in mind. Many times I would have to redirect both parents and educators to think about the student’s needs as a whole, and not just from an educational perspective. And finally, as a parent, I have been on the other side of the table and I would like to think that it makes me a better teacher and case manager, allowing me to see both sides of the coin when it comes to providing free and equal education for all students, not just those who receive special services. When I counsel students both in my classroom and on my caseload, I remember that many of them don’t have parents or guardians who will advocate for their children, and oftentimes that responsibility becomes the teacher’s. Sometimes painfully, I am reminded that many parents are incapable of providing the emotional stability their children so desperately need, in addition to being their advocate. I try to express this to each teacher I work with to create meaningful classroom lessons in which all students can gain knowledge and understanding from a stable and confident role model, no matter the child’s or his family’s educational or societal status. This means developing relationships with teachers, students, and parents to help them identify and cultivate the potential for learning in each student into a love of learning that is sustainable throughout their life in a way that allows them to be successful by creating a self-driven desire to learn.

Google for Education Level 1 Certified Educator University Scholar - Stephen F. Austin State University

I was born, raised, and educated in a small town in East Texas. I went to college in my late teens but didn't complete my degree until 2013. I graduated with a B.S. in Math. Ten years later, I received my M.Ed. in Special Education.

Mrs. McGuffey is currently the ARD Facilitator for a small Charter school in Dallas.