First day of Student Teaching in August, 2025.
Brief Bio
My name is Matt Hamilton, and I am a passionate educator dedicated to fostering empathy, inquiry, and meaningful relationships in the classroom. I hold a Master’s in Secondary Education from Grand Canyon University (November 2025) and a Level 5 Georgia educator certificate. My teaching experience spans elementary (as a SPED Paraprofessional), middle (as a Substitute Teacher), and high school settings (as a Student Teacher and Substitute Teacher). Most recently, I completed my student teaching in ninth-grade American Government at Heritage High School in Ringgold, Georgia.
I believe every student deserves to feel seen, heard, and challenged in ways that honor their unique strengths. Outside the classroom, I am a writer, patient advocate, and proud father, committed to lifelong learning and community involvement.
I was honored to be featured on the Emory Winship Cancer Institute website, where I shared my story of surviving head and neck cancer: Finding gratitude after a life-changing diagnosis
Teaching Philosophy
I believe teaching is a relational and reflective practice—one that combines heart, rigor, and stewardship. My classroom is a place where students feel safe to ask questions, explore ideas, and develop as thinkers and citizens. I aim to make government and history meaningful by linking the curriculum to students’ lives, promoting civic engagement, and demonstrating critical inquiry. I cherish differentiated instruction, respectful dialogue, and the power of storytelling to enhance understanding.
Above all, I see teaching as a calling to serve, inspire, and walk alongside students as they discover their voice and potential. As Maya Angelou reminds us, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” That emotional resonance is the legacy I hope to leave in every classroom I enter.
Resume, my GACE Score Report, and Current Certifications
GACE Score Report – Test 534 (History, both 034 and 035)
GACE Score Report – Test 738 (Political Science, both 246 and 247)
Georgia Educator Certificate
Georgia Clearance Certificate
Georgia Pre-Service Certificate
Georgia Paraprofessional Certificate
(The above documents have had my contact information removed for privacy. Please contact me if you’d like a regular copy at matthamil@gmail.com.)
Classroom Management Strategies
Creating a Safe, Respectful, and Engaging Environment
My classroom management philosophy is based on relationships, consistency, and student voice. I believe students thrive in environments where they feel emotionally safe, intellectually challenged, and personally respected. To foster this kind of space, I focus on:
• Clear Expectations: At the beginning of each semester, we collaborate on establishing classroom norms that focus on respect, active listening, and civic dialogue. Students contribute to defining how these values are demonstrated in practice.
• Predictable routines: I start each class with a warm welcome and a “Do Now” prompt that links previous learning to the day’s objective. This structure helps students settle in and shows that their time is valued. In my student teaching experience, we always started the class by working on the vocabulary words for that particular unit.
• Positive reinforcement: I use verbal praise, shout-outs, and small celebrations to recognize effort, growth, and collaboration. I also incorporate student-led reflections to highlight peer contributions.
• Culturally responsive engagement: I create lessons that link concepts to students’ real-life experiences—whether through current events, simulations, or debates—so they feel recognized and invested.
Routines, Behavior Systems, and Restorative Practices
• Restorative check-ins: When conflicts or disruptions occur, I use restorative conversations to understand the root cause and mend relationships. I ask questions like, “What happened?”, “Who was affected?”, and “What needs to happen to make things right?”
• Non-verbal cues and proximity: I use subtle signals, such as a hand on the desk or a quiet pause, to redirect behavior without interrupting the flow of instruction.
• Flexible seating and grouping: I rotate seating arrangements and groupings to foster community and reduce cliques, while also supporting differentiated learning.
• Reflection journals: Students occasionally write brief reflections on their participation, behavior, or collaboration. This promotes metacognition and accountability.
These strategies are not about control—they’re about fostering a culture of mutual respect and shared responsibility. When students feel safe and empowered, they’re more likely to take academic risks, participate in civic discourse, and support each other’s growth.
Professional Development
–Inducted into Kappa Delta Pi, an international honor society for educators. (August, 2024)
–Attended a Georgia Council on Economic Education workshop on Personal Finance and Economics: Case Studies, Simulations, and more in Dalton, GA. (September 10, 2025)
Selected blog entries about my experiences teaching and my thoughts on education
Why local arts matter–From Horton to Heritage
Two Years, One Month, and a Whole Lot of Gratitude
First Week Reflections: A New Beginning at Heritage High
In the Shade of the Mockingbird
Almost a Teacher: Why I Went Back to School at 45
The Quiet Middle 
