CREDO STATEMENTS

I believe that every young adolescent

v has the ability to learn

v engages in the classroom when given opportunities to collaborate with peers

v contributes a valuable perspective to the greater classroom community due to his or

her unique background, interests, and talents

v learns best from different types of instruction that have personal and real-world

connections

v desires to express independence and take ownership of his or her own learning

v is a creative thinker who will learn best from instruction that incorporates problem

solving

v deserves to have his or her voice heard and valued by peers and the teacher to foster

positive self-image

v has a rapidly growing and changing body and seeks to be accepted by others

v has lots of energy which contributes to a stimulating, exciting classroom climate

v is eager for teachers to see them first as people before students

 MANIFESTO STATEMENTS
As a mid-level educator I commit to

v providing the tools and resources students need to succeed, informed by my

knowledge of students strengths and areas for growth

v ensuring my classroom environment is conducive to collaboration by incorporating

pods and helping students view their peers as resources for assistance

v building relationships with my students based upon love and respect to demonstrate

that I care about my students first as people

v using varied and authentic instructional practices that allow for exploration, problem

solving, hands-on learning, and peer interaction

v assisting students in transitioning to self-guided learning practices and responsibilities

that foster their independence

v creating a classroom environment where failure is not feared but instead viewed as an

opportunity for reflection and growth

v affirming students in their self-worth and advocating for positive adolescent health

education in classrooms

v structuring different sized learning communities so students can exercise their voice

in a format they are comfortable

v incorporating movement and frequent transitions in the classroom to help students

remain engaged in their learning

v communicating high expectations for all students, while taking into account each

students unique background and skill set when guiding them to set goals
 Annotated Bibliography

Bernabei, Paul, et al. Top 20 Teachers: The Revolution in American Education. Top 20 Press,

2009.

An excerpt from this text was taken which describes what strategies teachers should incorporate

into their classrooms in order to ensure effective learning takes place. It includes an emphasis on

creating a positive classroom culture and focusing on connections with students. The practices

described act as tools to empower teachers to bring their best selves to the classroom each day.

Wood, Chip. Yardsticks: Children in the Classroom Ages 4-14. Center for Responsive Schools,

2007.

Excerpts from this text were taken to learn about the developmental stages of middle school

students. It discusses the physical, emotional, social, and cognitive development of students at

each age. Ultimately, this text is a resource which can inform and equip parents and educators

with the knowledge they need to approach, reach, and teach young adolescents effectively.

Van de Walle, John, et al. Teaching Student-Centered Mathematics: Developmentally

Appropriate Instruction for Grades 6-8. 3rd ed., Pearson, 2018.

This educational resource explains strategies for teaching middle school mathematics. It focuses

on using the information known about how young adolescents learn and develop in order to

provide educators with the best instructional practices. Information about teaching for

understanding as well as the standards used to guide mathematics teaching are included.