Our Teaching Philosophy

Guided by the Mission of Dwight-Englewood School, Lower School teachers strive to create classroom communities in which every child feels cared for and known. We believe that when students feel connected to one another and their school, they are more engaged and invested in their learning.

Teachers help students work towards shared goals, find common interests and make sure there are opportunities for students to recognize that they are a part of something larger than themselves. “We are a community in so many ways,” explains kindergarten teacher and Dwight-Englewood parent Tricia Fiore. “There are so many ways we connect - in the classroom it’s our morning meeting where the students in our classroom get to know one another. As a grade level we connect as colleagues when we look at our curriculum and plan, and as a kindergarten community we eat, play, learn and celebrate together. As a Lower School division we learn together in our faculty meetings and assemblies and as a school we meet and join together around the arts, sports and events that foster a sense as a whole-school community.”

A Lower School teacher understands relationships are what it’s all about. Working together to understand and follow student growth over time, teachers look closely at the whole child and families are encouraged to connect with teachers “early and often.” Whether in the classroom, play spaces or special area classes, our teachers pay close attention to how children think, learn, work and play so that they can connect and respond to them as learners and as people.

A rigorous yet flexible curriculum means teachers can guide children in their learning and respond to them in a personalized way. “I think the idea of guiding is really important. It’s not just giving them knowledge or information, it’s understanding where they are as learners so we can take them to the next place in their learning,” says kindergarten teacher Tim Coyne, who participates in the full life of Dwight-Englewood School by coaching Middle School basketball, varsity volleyball and even traveling to Ecuador in the summer of 2015 with Middle School students.

We believe the best professional development is ongoing, collaborative and directly connected to work with students. “It’s why I am here,” says first-grade assistant teacher Doran Muus, “ I have been teaching many years and this school recognizes there is always more to learn and that’s something I want to be a part of.” A faculty meeting might find science, music and classroom teachers studying critical thinking, the role of executive functioning in learning, health and wellness in a Lower School curriculum or the Responsive Classroom approach. Teachers share knowledge and expertise with one another, as well as families, to make sure our whole community learns together and improves our practice at a pace that tries to match that of our rapidly changing world.

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