Inquiry in action
From everyday questions to sustained projects, students investigate, create, and share.
Explore inquiryInternational elementary educator
Learning that is
inclusive, curious,
and connected.
I’m Lars Henke, a PYP Category 1-trained elementary educator who creates joyful, rigorous learning experiences grounded in inquiry, student agency, and belonging.
Master’s in EducationPYP Category 1 trainedMA licensed 1–6Moderate disabilities PreK–8
CurrentlyGrade 4 TeacherArlington, Massachusetts
01 — Teaching & learning
Inside my classroom.
Meaningful questions, purposeful feedback, and teaching that responds to learners. Explore the practice behind each.
Feedback, reflection & revision
Self-assessment, peer critique, and teacher dialogue help students choose and act on their next steps.
Explore student growth
Assessment & responsive teaching
Evidence of learning guides my next lesson, small group, or individual conference.
Explore my process02 — Philosophy
“Every child deserves access to a joyful, rigorous, and inclusive education.”
Growing up dyslexic shaped my understanding of how powerful it is when students feel understood—and how harmful it can be when they do not. That experience drives my commitment to accessible design, meaningful challenge, and classrooms where differences are recognized as strengths.
My goal is to nurture confident, compassionate learners who ask thoughtful questions, see themselves and others in the curriculum, and understand their capacity to take action.
03 — Classroom approach
Designed for every
learner to thrive.
Strong relationships and intentional design create the conditions for deep learning. These principles guide my daily decisions.
Inquiry & agency
I design transdisciplinary experiences that begin with meaningful questions and give learners authentic choices in how they investigate, create, and share.
Inclusive by design
I use UDL to build access from the start, then differentiate through flexible grouping, targeted scaffolds, varied representations, and meaningful extension—while preserving shared goals, dignity, and high expectations.
Belonging first
Responsive Classroom, SEL check-ins, and clear co-constructed routines create the trust students need to take risks, collaborate, and grow.
Approaches to learningThinkingResearchCommunicationSocialSelf-management
04 — Child safeguarding
Safety is the
foundation.
Students learn deeply only when they feel physically safe, emotionally secure, respected, and known.
I treat every student’s physical and mental wellbeing as paramount. On the first day of school, I introduce students to the school social worker so they immediately know more than one trusted adult they can approach. Students know they can talk with me, and that concerns will be heard seriously and handled through appropriate school safeguarding procedures.
As a male elementary educator, I am particularly conscious that trust must be supported by clear professional boundaries, transparent practice, responsible communication, and consistent adherence to reporting and privacy expectations.
Mandated reporter trainingCPR & first aid trainedDigital privacy trainingProfessional learning in student anxiety
05 — Family voices
What families
have seen.
The impact that matters most is often visible in a child’s confidence, curiosity, and desire to come to school.
06 — Global perspective
A wider lens,
shaped by place.
Living, learning, and teaching across eight countries has taught me to approach culture with curiosity and humility. Select a place to explore the experiences behind that perspective.
United States · Current
Boston
Grade 4 teacherMy current home base and teaching context. I teach Grade 4 in Arlington, just outside Boston, designing inquiry-driven learning in a diverse public-school community.
07 — Experience
John A. Bishop School
Grade 3 & 4 Teacher · Arlington, MA
CT Douglas Elementary
Grades 4, 5 & 6 · Acton, MA
Teach Thailand Corps
Kindergarten & Grades 7–12 English · Thailand
Peace Corps
Grades 1–6 · Grade 4 Lead Teacher · Lesotho