My Manifesto

I do not teach solely online, but I believe what we learn about online teaching can still help me be a better educator in my physical classroom. In both spaces, learning depends on thoughtful design, meaningful connections, and student motivation. I work every day to make my classroom feel safe, responsive, and challenging. This manifesto reflects what I believe about teaching and learning, and how I think online tools and design can support real, meaningful learning.

Presence matters. When learning is moved to digital spaces, it seems that the teacher’s role is minimized. A teacher’s presence, whether in a relational, emotional, or intellectual fashion, is what drives learning, no matter the format. I strive to show up fully for my students, not just delivering content, but shaping how we explore, struggle, question, and grow together. I am the model that shapes their internal monologue when they are challenged to problem solve, persevere, show empathy to others, or reflect on their own actions.

Design helps shape the learning experience. Every structure I create, be it a Google Form, project, prompt, group rotation, or assignment, communicates what I value, who I think my students are, and my expectations I believe they can rise to. This is even more important with online learning. I have to be even more conscious of design and what I’m communicating with my students through my choices. Is this confusing or clear? Is this overwhelming or doable? Design communicates with my students without me having to say a single word. It can be the difference between a student feeling “I thought about you,” versus “this was just thrown together without any thought whatsoever.”

Learning is social. Learning happens through interaction. My students are always interacting with each other, with the content I give them, and with their own lives beyond school. The addition and expansion of digital technologies have made it possible to extend these interactions in a plethora of ways. In my classroom, I can use tools like collaborative docs, discussion boards, and surveys to give quieter students more chances to contribute. It also means that students are given the space to express their thoughts, opinions, and frustrations.

More technology does not mean better learning. I use technology, but I do not rely on it. Digital tools should expand access to learning, not overwhelm or distract from it. The bells and whistles do not matter as much as clarity, choice, and feedback. I try to use tech as a way to help students stay organized, stay connected when they physically cannot, and express their thinking in different ways.

Assessment should be about growth. Grades are not the goal. Online tools can make feedback faster, more targeted, and more private, but it can also lead to a decrease in observation and feedback if we rely on it too much. The instant feedback many of these digital platforms offer can help save time, but we start to miss the depth of knowledge that is gained from going through work and mistakes manually. I want both my students and myself to know where they are, where they are going, and to feel like they can always improve. It becomes too easy to ignore the time for reflection when the feedback is near instantaneous.

Students are co-designers of learning. In both online and face-to-face spaces, students learn more when they have ownership. I give choices, invite feedback, and shift things when they are not working. Things like portfolios, reflections, choice-based projects, and co-created rubrics allow students to show what they know in ways that make sense for them. I want students to feel like learning is something we build together.

Teaching is physical and emotional labor. Showing up for students is exhausting and essential. The best educators make students feel seen and cared for. That means checking in when someone seems off, building routines that feel predictable and safe, and letting students know I will believe in them, challenge them, and support them even when they feel they are up against the impossible.

Learning must feel real to matter. If students cannot see why it matters, they will not care. They become invested when they see how learning connects to their lives and goals. Whether online or in person, lessons should reflect real-world problems, meaningful choices and consequences, and authentic contexts. When students understand why something matters, they are more willing to explore how it works.

It’s about connection. Teaching is about building relationships that make learning possible. Technology can support this, but it cannot replace it and may even be hindering students’ abilities to form strong relationships with others. My job is to create the conditions where students feel safe enough to take risks, curious enough to ask questions, secure enough to be themselves around others, and confident enough to keep going when things get hard. This is the kind of teacher I want to be.