Portfolios, often referred to as "yearbooks," are assembled throughout the year to be sent home the final week of the school year. The portfolio includes authentic writing, photographs of field trips and exciting moments, topic math problems, and work that your child was especially proud to share. Rather than sending home each project one at a time, the portfolio is an organized way to provide families with a review of both learning and treasured Pioneer memories.

Homework packets are sent home Monday to be returned Friday or the following Monday. Additional homework, such as math practice or a topic-related project, may also be assigned. The children will not receive consequences for not completing their homework, but rather receive rewards for completing and submitting homework in a timely fashion.

Keeping kids interested in lunch can be challenging but please try to keep microwavable lunches to a minimum and when you send something in need of microwaving, please keep that cook time under 1 minute. For example, make the Easy Mac at home and simply warm it up at school. Finally, when the children are waiting in line to "cook" their lunch they have less "eating time" and I therefore have less time to spend on academic endeavors.

Mutual respect is an expectation of our classroom and our school. In the classroom I maintain a 3-Strikes-You're-Out rule. The first strike is a warning. Strike 2 is often moving away from the problem if able or other redirection. Strike 3 is a trip to the quiet corner to fill out a time-out slip. If the child is unable to sit quietly in the quiet corner, he or she will complete a time-out form in the principal's office.

It is difficult to define one's teaching philosophy in a paragraph. Through my experience in the public, private, and parochial schools, I have learned the expectation and exposure are key, necessary elements to every successful program. Expose children to as much as possible, even if it is seemingly beyond their conceptual understanding, as this will hinder fears or hesitation when encountering the same or a similar concept at a later time, algebra for example. And, maintain high expectations in behavior, comprehension, and performance-based tasks because meeting a standard set low is not nearly as beneficial as coming just short of a higher expectation.

Providing children with a good, solid foundation is of utmost importance and thematic instruction is my preferred method. I truly believe the connections made between a central theme and new information make learning more meaningful and therefore more memorable. Pioneer is an environment in which this approach is encouraged and allows children to follow their curiosities. This intrinsically motivated acquisition of knowledge, and the skills taught within, is irreplaceable.

Another thought I would like to share is the definition of grades, or lack thereof. Children develop in differing ways at various rates. Students are placed in classes according to their emotional and intellectual development, not simply age. A young child's physiological development must be considered when assessing their intellectual growth. At certain times, a child may become lethargic during class due to a growth spurt for example. While he or she is slowing down, others are soaring intellectually because their physical growth is slowing.

Finally, all children have different strengths and weaknesses. One child's abilities in math may exceed those of his classmates; however the child struggling mathematically may outperform the class in reading ability or on the ski slopes. My point, encourage individual strengths while building weaknesses. This is encouraged through the individualized approach Pioneer School promotes.

Before becoming a teacher I spent several years lending a hand with a variety of subjects and methodologies as an APPLE parent. Some are familiar with this District #81 program focusing on parent involvement to create an educational community. It was this experience that inspired me to become a teacher focused on experiential learning. Pioneer School is a wonderful fit for my collaborative approach to teaching. I graduated from Gonzaga University with certification in Elementary Education in 2003. Since then I have worked mainly in West Valley School District, with assignments ranging from a year at the Outdoor Learning Center to teaching a multi-age, gifted class. When not in the classroom I'm usually cooking, riding my bike or refusing my teenagers' frequent requests for money!