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=Sophie M. Ladd Ph.D. =

**sophie.ladd@nsc.nevada.edu**
=**A personal journey** = //"Reflecting on how I got to this pivotal point in my educational career I am taken back to my first positive memorable elementary school experience.... learning to read. As a beginning reader I was encouraged to enjoy the books that were introduced by my first grade teacher, Ms. Coughlin. She loved all of her beginning readers and had nothing but kind, encouraging words to share, even when we stumbled. Sadly, my twin sister Nicki had a very different experience learning to read in the classroom next door. She was belittled, discouraged, and even made to cry when she struggled with a word or passage that posed challenges. This had a lasting effect on my sister, as her displeasure for school and reading are still apparent as an adult... As an educator and literacy instructor I make it my goal in every class I teach to make certain my students, both elementary and college age, know how important it is to make sure all young children learn to love reading despite their struggles. Because of you Nick, I can say teaching about reading has become my passion in hopes that no child will ever have to feel the way you did in your first grade classroom. Thank you for inspiring me to help others; you make me proud to be your sister."// (Sophie M. Ladd, 2010)

=Philosophy of Education= My teaching is informed by the work of John Dewey, Louise Rosenblatt, Literary Theory, and Reader Response Research. I believe that the purpose of education is to provide students with the knowledge, skills, and dispositions necessary to participate in their current and future lives. I believe that classrooms should reflect democratic societies, where students have a voice, problem solve, and actively participate. I envision my role in this process as that of a guide. Each student that enters my classroom is already in possession of a wealth of knowledge and experience. Therefore, it is my responsibility to build upon those funds of knowledge and move the students toward achieving the goals of each course. As I prepare my lessons, I strive to make the content meaningful and relevant to my students’ lives. I model principled practices for my students so that when they begin to prepare their own lessons they will have our class as an example.

The importance of students' knowledge and experience directly ties into literacy education, my passion. I believe that all students need to see themselves as readers. Readers, therefore, are not defined by what they cannot do, rather by the experiences they have which have enabled them to be literate in diverse ways. It is my goal to foster literate behaviors in my students through a variety of instructional and pedagogical practices, including experiences with nontraditional texts, such as postmodern picture books, educational websites, peer reviewed articles and podcasts.

I believe that one condition necessary for sustaining meaningful learning is the establishment of community. The environment of the classroom should be respectful. I seek to build community in my classroom by getting to know my students as individuals. I desire to know their interests, passions, fears, and goals. I want my students to view me not as an instructor they had for one semester, but as one that will assist their growth throughout their teacher preparation program and into their career. I also seek to build community by sharing myself with my students. I believe that my experiences as a first/second grade teacher, and K-5 librarian have equipped me with a vast amount of knowledge. I draw on these experiences as I prepare my lessons. As I teach undergraduate and graduate students about literacy education I share not only my successes but my failures as well. I want them to view me as a learner.


 * //"Unless a teacher is such a student [of teaching], he may continue to improve in the mechanics of school management, but he cannot grow as a teacher." (John Dewey, 1904). //**