Reflections

Throughout my field experience at Northwest Middle School, I gained valuable insights into both the challenges and rewards of working in a diverse, under-resourced school community. I entered the placement feeling both excited and nervous, but quickly found a supportive mentor in Mr. Roberts and a structured school environment that helped students thrive. I observed strong collaboration among teachers, immediate emotional support systems for students, and a genuine effort to create a positive school culture despite external challenges. However, I also saw firsthand the difficulties of teaching large classes with widely varying skill levels, the struggles of English Language Learners who often had to rely on their peers for translation, and the impact of limited art supplies on lesson planning and student engagement. Behavioral issues like excessive cell phone use and general disengagement were common, but I found that setting clear expectations, using humor, and building authentic relationships made a noticeable difference. These experiences highlighted several growth opportunities for me as a future educator: advocating for better ELL support, scaffolding more intentionally for diverse learners, seeking creative solutions to resource limitations, and maintaining high classroom expectations in ways that encourage, rather than discourage, participation. I also realized how important it is to empower students through meaningful choices, new materials, and positive reinforcement. Moving forward, I am committed to deepening my use of Universal Design for Learning (UDL) strategies, improving differentiated instruction, and strengthening communication with families to better support student success. 

Reflecting on my "Mirror Work" this semester revealed how my personal identity — as a middle-aged, white, financially stable mother with a modest upbringing — shapes my views on diversity, equity, and inclusion. Growing up in a socioeconomically divided town gave me early exposure to differences, but it wasn't until adulthood, especially through motherhood, that I deeply understood the societal impacts of race, privilege, and systemic inequity. My professional experiences and evolving social circles have expanded my understanding of educational equity and the importance of inclusive practices. I now recognize that building an affirming classroom means creating spaces that honor every student’s identity, both visible and invisible, and that developing equity literacy must be a continuous journey of professional growth, sincere engagement, and accountability. Witnessing CARE at Northwest Middle School — through staff collaboration, relational trust, student-centered approaches, and creative resourcefulness despite structural limitations — reinforced that real equity work happens through consistent, intentional actions. Growth opportunities for me include staying committed to professional development focused on anti-racism, incorporating more student voice into classroom design and projects, addressing bias proactively, and continually seeking out accountability networks to ensure my practices remain inclusive, flexible, and student-centered.