Lindsay Moshkowsky | Autobiography | Philosophy of Education

As an educator, I believe all students can learn and succeed when supported by an
interactive, rigorous, and engaging classroom experience, while being held to high expectations.
My name is Lindsay Moshkowsky and I am currently completing my Bachelors degree in
Elementary Education at the University of Missouri Columbia with the goal of creating this type of
dynamic learning environment. Completing my public education in suburban Saint Louis strongly
influenced my decision to return to this region to launch what I know will be a passion-driven and
rewarding career. My diverse experiences working as a pre-service teacher have influenced the way
in which I approach education. I have had the opportunity to support students in settings ranging
from high poverty Title I schools to more affluent learning environments. I believe this variety of
experience has better prepared me as an educator to guide all students to learn and grow.
My philosophy, regardless of the circumstances, is to create a classroom where great ideas
are welcomed, encouraged, and nurtured so that all students can thrive, and where I can reach to
teach each and every one of those students. It is my goal to create an empathetic classroom
community built on mutual trust and respect. Working as a camp counselor, tutor, pre-service
teacher, and student teacher has helped my philosophy to evolve and develop in response to my
accomplishments in these settings. With these expectations and experiences I look forward to being
the guiding light in my students' quest for knowledge. I believe the foundation of all learning lies in
relationship building and ensuring equitable opportunities for all students.
I feel learning occurs most naturally when students are engaged in authentic, contextualized
tasks. In my experience, such tasks are best accomplished when grounded in a balance of
instruction through inquiry and modeling. When students are given the opportunity to take
ownership of their learning through self-directed investigation and conversation there is oftentimes
more meaningful learning occurring. With that being said, I also ascribe to the value of teacher
modeling followed by active student practice. By blending these two methods of instruction,
students are less likely to become complacent in their zest for learning, as there is variability in
daily learning opportunities.
These different structures lend themselves to the seamless integration of formative
assessment throughout the learning process. When assessing the progress of students, it is
imperative, that as the teacher, I work to meet my students at their individual levels of
understanding and adjust my instruction accordingly. As an educator, one of my goals is to
constantly reflect on the effectiveness of my teaching strategies. Formatively assessing students
allows me to make necessary modifications in order to reach each and every student in an equitable
manner. This may mean I restructure a lesson to allow for more cooperative learning opportunities,
one-on-one support, or that I look to present the material through an alternative method or
perspective.
I approach analysis of assessment data with the whole child in mind. I find that knowing the
student socially, emotionally, and academically assists in painting a more informative and holistic
picture of his or her development and progress; for this reason, I emphasize the importance of
building a classroom community and taking the time to get to know my students beyond the four
walls of the classroom. By being aware of external and internal factors that may impact individual
student learning, I feel as though I am better prepared and knowledgeable regarding the steps I can
take to assist students in achieving their fullest potential.
Professionally, I am committed to growing my knowledge of instructional strategies. I am
interested in merging technology, cooperative learning structures, and whole brain teaching into my
classroom to improve the facilitation of learning. Over time I expect to further develop these areas
of interest through observation, graduate coursework, and participation in professional development
opportunities in order to continue my own education with the best interest of my students at heart.