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Discover a Rewarding Path and Make a Difference by Working with Us.
Empowering Educators
to Teach for the Future
What we do?
Fostering a Rich Educational Landscape: From Visible Thinking to Tailored Tutoring
Making thinking visible
Making thinking visible in education enhances comprehension, encourages metacognition, and improves communication. It enables educators to assess comprehension, provide tailored support, and stimulate critical thinking. A collaborative and inclusive learning environment emerges, fostering peer learning and enhancing problem-solving, resulting in a richer educational experience.
Differentiation
Differentiation is a critical component of modern education. Differentiation refers to the practice of tailoring instruction to meet the diverse learning needs of students in a classroom. It involves recognizing that students have varying levels of readiness, interests, and learning profiles, and then adjusting teaching strategies and content accordingly.
Flag Time
Flag Time is a differentiated structured strategy that happens once a day. It tailors activities to individual needs, readiness, learner profiles, and interests, promoting independence, self-confidence, and risk-taking. It uses diverse assessment methods to motivate students to take the next step in their learning, enhancing their overall educational experience.
Documentation
Documentation in education involves the systematic recording and preserving of activities, processes, and outcomes. It helps educators track progress, tailor instruction, and make data-informed decisions. Students benefit by self-assessing, reflecting on their learning, and setting improvement goals. Ultimately, documentation enhances accountability, communication, and educational effectiveness.
Classroom Management through a Positive Approach
Positive classroom management prioritizes proactive strategies, clear expectations, and positive reinforcement to foster student engagement and cooperation. It emphasizes building strong teacher-student relationships, promoting self-discipline, and cultivating a respectful, motivated, and responsible classroom atmosphere for a harmonious learning experience.
Teaching protocols
Teaching protocols are structured methods in education that enhance learning. They offer teachers clear guidelines for organized, effective teaching, improving consistency and engagement. Protocols are particularly useful for specific skills or subjects, fostering structured and productive learning environments.
Thinking routines
Thinking routines are essential in classrooms, nurturing critical thinking, content engagement, and effective expression. They encourage active participation, reflection, and collaboration, enhancing students’ ability to grasp complex concepts, make connections, and explore ideas independently. This fosters an inclusive learning atmosphere where students learn to question, analyze, and communicate, enriching their educational experience.
Tutoring
We provide tailored tutoring to inspire a love for learning and curiosity in children. Our approach incorporates up-to-date learning strategies, fostering autonomy and metacognition. We aim to nurture their natural curiosity and help them become independent learners.
Mission statement
At our teacher coaching business, our mission is to empower educators to become lifelong learners who embrace differentiation, stay updated on the latest learning strategies and methodologies, and bring passion to their teaching. We aim to foster an open mindset in utilizing materials and resources, creating positive experiences for both teachers and students. By developing metacognition in teachers and students, we strive to cultivate reflective practitioners who continuously grow and optimize their teaching practices. Our commitment is to support and inspire educators in their journey towards excellence, enabling them to make a lasting impact on the lives of their students.
Intrapersonal values
Children are the architects of our future, and as educators, we hold a profound responsibility to shape them into enlightened global citizens. In our hearts, we strongly believe that by nurturing open-mindedness, critical thinking, empathy, problem-solving skills, and self-assurance in each child, we pave the way for a better world.
Our Core Values
Empowering Educators: We believe that passionate and skilled educators are the backbone of quality education. Our platform provides comprehensive training and support to help teachers upgrade their practice.
Child-Centered Approach
We focus on equipping educators with a diverse range of strategies to differentiate instruction, ensuring that every child’s unique learning style and needs are met, leading to meaningful learning experiences.
Igniting Curiosity
Curiosity is the key to unlocking a child’s potential. Our programs offer effective strategies to enhance children’s curiosity, nurturing their natural desire to explore and discover the world around them.
Innovative Learning Strategies
Education is constantly evolving, and we are committed to keeping educators up-to-date with the newest learning strategies and methodologies. Our professional development programs incorporate the latest research and best practices.
Holistic Development
We emphasize the importance of holistic development, focusing not only on academic excellence but also on nurturing emotional intelligence, creativity, and critical thinking and mindfulness skills in children.
Collaborative Community
At Teach To Grow – Grow To Teach, we believe in the power of collaboration. Our platform fosters a community of educators who support and learn from one another, creating a positive and enriching environment.
Join Teach to Grow – Grow to Teach and be part of a transformative movement in education.
Together, let’s inspire a generation of lifelong learners and make a lasting impact on the future.
Who we are
Our Team is Committed to Unleashing Potential, Fostering Innovation, and Creating Impactful Educational Journeys.
Mariana Wilson
Hello! I'm Mariana, a dedicated educator with a Bachelor's in primary education from PUCSP and a Master's in mathematical development from Bishop Grossestest College, UK. As the former Pre-K head teacher at Avenues São Paulo, I employed Project-Based Learning and Making Thinking Visible methods, integrating positive classroom strategies. With a decade at St. Paul's school, I taught reception and nursery classes, aligning with both British and international curricula. I enriched my teaching toolkit through Harvard's Project Zero summer course, focusing on differentiation and visible thinking. I believe that emotional development is a key element for learning, and have always used mindfulness strategies to build awareness of the students feelings. Beyond education, I enjoy cooking, meditation, and nature adventures with my two children.
Andrea Davis
With over twenty years in the field of primary education across schools in Brazil and Portugal, I am currently working as a Kindergarten Head Teacher at TASIS Portugal. My journey includes three dedicated years shaping early education at TASIS, following a successful role as the Pre-K Head Teacher at Avenues São Paulo. During my time in Brazil, I wore various hats, contributing as a Classroom Teacher for Reception and Year 1 at St. Paul's School. My diverse roles fostered a profound understanding of early childhood education, enabling me to significantly contribute to the growth of young learners. I take pride in developing Flag Time, an innovative differentiated learning strategy seamlessly integrating assessment to motivate and inspire children. Its implementation has generated remarkable results, enhancing student engagement, metacognition, and confidence. As a committed advocate for professional development, I have led workshops and training sessions on phonics, classroom culture, thinking routines, and differentiation. Holding a Bachelor's in Primary Education from PUC-SP and a Master's in Formative Assessment from Bishop Grosseteste College, UK, my academic journey also includes coursework at Harvard University, focusing on "Educating Global Citizens." My three-year coaching role on Differentiated Make Practice at Harvard reflects my dedication to advancing educational practices.
