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Ms. Wojo

Amanda M. Wojciechowski

A message from my kindergarteners, 2022

Home: Welcome

Second Grade & 
M.Ed Teaching and Learning (HTHGSE)


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Home: About

  Teaching Philosophy

       A.L. Kroeber (1923) said, “Culture, then, began when speech was present, and from then on, the enrichment of either means the further development of the other” (qtd. In Guessabi). My aspirations as a teacher are to teach critical thinking skills to encourage lifelong learning through thoughtful explorations of each subject matter. The purpose of education is to help our students grow their perspective by helping them see the bigger picture and shifting their lenses. 

       I believe that team and project-based learning, along with social-emotional learning are the best ways to achieve this goal. As a teacher, I will create impactful lessons to help students build their funds of knowledge so they retain and develop their mindful learning skills pertaining to reading, math, writing, STEAM, and behavior. I wholeheartedly believe that just as we teach our students the skills to read, coaching them along the way; we teach our students the skills to be empathetic and responsible individuals by giving them as many tools and opportunities as necessary to learn. I am a practicing educator-leader who wants to transform and better my practice and create better learning opportunities for students of all ages. I will assess students based on what they know and not on what they don’t know; following the idea that they just don’t know yet. 

       From a young age, I knew I was going to be an educator. For me, there is nothing better than the curiosity and enthusiasm that each new year of students brings. The most important aspect of teaching is giving our students the space they need to be heard and expand their autonomy. I believe that when students know each other, they can celebrate their differences and build on their common experiences, creating a cohesive community. I am determined to create equitable and safe environments within my classroom by fostering a community and guiding the learning of young leaders. I am lucky to have been taught and inspired by a number of mentors who have had a meaningful impact on my academic life. As an enthusiastic and devoted Educator, I strive to pass on my love of learning to my own students.

Home: About Me
Small Green Plants


Home: Education

August 2021 - June 2023

Masters in Teaching and Learning

High Tech High Graduate School of Education

August 2019 - June 2020

Masters in Teaching English to Speakers of Other Languages

Arizona State University

August 2014 - December 2018

Bachelor in French & International Studies

San Diego State University

Certifications and Credentials

Multiple Subjects Credential (CA)

High Tech High GSE

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Single-Subject French Credential

University of California, Riverside


TESL/TEFL Certification

San Diego State University

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Home: Skills

“Do the best you can until you know better. Then when you know better, do better.”

― Maya Angelou

Home: Quote

HTeM New Teacher Odyssey

August 2021


Fourth Grade Halloween

October 2021


Kinder/Fourth Grade Buddies

November 2021


Energy of Us Exhibition

December 2021


Last Day of Fourth Grade

December 2021


Birch Aquarium Fieldwork

February 2022


Tidepool Art

February 2022


Kindergarten Writing Groups

April 2022


Avid Readers

May 2022


Earth Day

April 2022


Cabrillo Exhibition

June 2022

Home: Recognitions

Projects and Lessons

Samples of My Work

Kinder Geometry Project

This project engages students in learning about 2D and 3D shapes, correctly naming shapes regardless of their orientations or overall size, and describing objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. This project is connected to the bigger Tidepool project.
Essential Question: What geometric shapes can we see around us?


Kinder Editorial Writing

Students are adding on to our developing reading and writing “powers” (skills) by learning that writers need to write with their own true, detailed words even though that means they have to work a little harder to spell those true words. 

Students will:

  • engage in classroom discussion about descriptive words used to describe past characters and individuals in previously read classroom  books

  • listen actively to a content-specific read-alouds

  • engage in a group discussion  about the characters in the books (with minimal prompting)

  • partner talk about the characters in the books and the connections they may share with the characters

  • volunteer to share what makes them “special/unique/different” using the content-specific vocabulary


Fourth Grade CGI Sample

Learning Goals:

By the end of this lesson, students will be able to…

  1. Solve three-step problems by adding or multiplying to get the same answer.

  2. Make sense of non-routine problems and invent strategies while solving them.

  3. Use strategies and tools accurately, efficiently, and flexibly.

  4. Reason qualitatively while discussing invented solution strategies and understandings.

Students will deeply understand how to use an accessible strategy such as using manipulatives, direct modeling strategies, counting strategies, or various algorithms to break down and grapple with the math problem to help them understand how to solve the story problem. Students will retain and remember the steps to follow in order to complete a three-step problem and using parentheses and will use these strategies in future lessons. 


Fourth Grade Critical Perspectives Lesson

When discussing diversity with students, a good starting place can be having them share their own identities so they can affirm who they are while also hearing about the differences in the identities of their peers. In the context of the Social Justice Standards, “action” includes taking steps to honor and celebrate identity and diversity, as well as taking steps to bring about justice. Pushing students to examine justice and injustice is critical.
Essential Question:
What can we do to make a change and be leaders in our communities?
Guiding questions:
Do you know of people who have fought for justice?
Does everyone have a responsibility to combat injustice, even if it doesn’t directly affect them?

Home: Projects
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Future Project

Change Maker Read-Alouds

Essential Question: How can we all be changemakers?

Products & Audiences
Home: Projects


Guiding questions: 
Can we, as educators, powerfully affect the quality of people's lives? 
How might I spark meaningful conversations about race, identity, and social justice in my classroom using read-alouds as an entry point?

Home: Text


Below, you will find references I’ve been given throughout the years. It’s an honor to be acknowledged for my hard work and dedication, and I’m proud to share these with you.

Home: Recognitions

"Amanda is a thoughtful, reflective and motivated teacher.  She builds on student knowledge and experiences, celebrates student differences, and values student voice.  Amanda is dedicated to building an equitable school community, as well as furthering her own teaching practices." -Mimi Petrovich, Kindergarten HTeM (2022)

Let’s Connect

  • LinkedIn
Home: Contact
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