Brittany Ray
Maine Teacher of the Year
Narraguagus High School, Harrington
Grade 9-12, English

My teaching philosophy
Indeed, the exciting thing about a philosophy of education is that it is always changing and growing. Without a passion for knowledge, teachers cannot convey the enthusiasm so vital to hooking students on the learning process. By definition, exemplary teachers must possess creative licenses and be eager to try new approaches. In my classroom, the most dominant element of my philosophy is to meet each student at his or her own level and move forward.

My philosophy in action
It is important that I always recognize that learning is just like building blocks. A solid foundation is the key to soaring high. By “solid foundation,” I mean allowing students to connect with the curriculum on a personal level before moving to more sophisticated and abstract concepts. For example, before understanding that the Salem Witch Trials were a product of the stifling and intolerant beliefs of Puritan New England, students look to find examples of intolerance and discrimination in their own lives. When exploring personal connections to students’ own lives, it is equally important to establish a classroom that is safe and respectful, regardless of ability, race, gender, socioeconomic background, and more. Furthermore, I believe that teachers should avoid the “I am master” approach and work to facilitate growth by posing critical questions, tolerating ambiguity, exploring real world situations, encouraging student decision making in assignments and assessments, and always being open to alternative ways of thinking.

My greatest teaching accomplishment
The rewards of teaching are many, but to me some of my greatest accomplishments or rewards are those that go unnoticed by those outside the classroom. Seeing students grow over the course of the year to be more tolerant and empathetic individuals is astounding. Watching students take social risks by sitting at a lunch table occupied by people with different beliefs and cultures excites me, because I know this small step will lead to greater understanding and respect. Some days the rewards of teaching can be as simple as a student saying, “Hey that was cool. Can we do it again?” Additionally, it is always rewarding and something that I consider to be a great accomplishment when I am standing in line at the grocery store and I have some “stranger” wrap their arms around me, saying, “I’ll bet you don’t remember me.” Before I ever utter a word, the former student has usually identified him or herself, and recalled some special memory from a class years ago. Although that memory may not be clear in my mind, what is clear is the impact we, as teachers, have on our students.

The most critical issues facing educators
I believe that the calls to improve education for our students by systematic measuring of student and school performance are based on good intentions. Sadly, I think the increased emphasis on testing has taken on a life of its own that is far too often detrimental to schools and students. When snapshot style testing can determine whether or not a student is eligible to graduate from high school, we are leaving students behind. When high stakes test results are published in the paper for all to compare without truly knowing the specific needs and dynamics of a classroom, we are leaving schools behind and seriously damaging the morale of students, teachers, and communities.

Ways to resolve this issue
To combat such an intensely complicated situation, the first steps can be taken by individual teachers. As teachers, we must guard against allowing tests and testing preparation to dictate the flow of learning in our classrooms. It is essential to keep in mind that the students need exposure to a wide array of educational experiences and not just those deemed valuable because they appear more frequently on standardized tests. I believe that we must be imaginative and find ways to improvise and leave the script when preparing students for tests. Moments when we can go off course, explore alternate strategies, and seek learning opportunities that personally connect with the lives of students will, in the end, promote greater student learning. Additionally, just as teachers must strive to think creatively and avoid prescribed formulas for teaching, so must we voice our concerns to those who have the power to improve things in our government. It is paramount that more educators be included when legislation concerning the future of our children is at stake. Without open dialogue between all parties involved, changes and progress will be thwarted.

One thought to inspire teachers to succeed
Henry Adams said, “A teacher affects eternity: he can never tell where his influence stops.”

One lesson every student should learn
When reading Mitch Albom’s Tuesdays with Morrie my students spend much time digesting the following advice. Later, even months after we have moved on from this book, I find students reflecting on the advice given by Morrie Schwartz as he is dying with ALS.

“So many people walk around with a meaningless life. They seem half-asleep, even when they're busy doing things they think are important. This is because they're chasing the wrong things. The way you get meaning into your life is to devote yourself to loving others, devote yourself to your community around you, and devote yourself to creating something that gives you a purpose and meaning.”

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