Teaching Philosophy 

I see learning as a nonstop journey we all embark upon, and teaching as the channel which waters our paths along the way. As such, I believe that much of a learner’s most authentic learning takes place outside the confines of a school building, and yet, the most formative equipping of learning occurs within schools, second only to a learner’s home setting. This intellectual development and socio-emotional character building begins  and  for many, mostly takes place in academic institutions as they essentially serve as meeting places of the mind and a vast spectrum of experiences, impressions, perceptions, emotions, styles etc. 

Why is this important, you may ask? I believe in what developmental psychologist Lev Vygotsky is quoted as saying regarding our overall cognitive and socio-emotional formation: “Through others we become ourselves.” It is through these types of opportunities of interacting with others and our growing selves that we ultimately establish life foundations to build upon. Teachers are the among the most influential mentors strategically placed along the way to further this progression.

How do we strive for excellence in guiding our future generations within the confines of our school buildings? I believe that intentional and purposeful organization within the classroom environment is not just practical but essential for setting oneself and others up for success. A classroom that is sectioned off to allow for group and individual work, while providing the aids, materials and adequate space for movement are the most essential qualities of any place of instruction. A classroom arrangement that is not too distracting and allows for the posting of relevant and timely signage, sufficient organizational elements, clear labeling and adequate lighting is ideal, as the classroom should be set up to promote safe and open engagement among students and with staff.  Students should feel at ease and encouraged to try their best and have what they need to do so. Striving for excellence by considering students’ learning space and taking personal ownership for one’s ongoing learning to improve upon one’s teaching and behavior management strategies reflects my broader goals of constantly growing as an educator and mentor to my students. In my opinion, these goals are only possible through self-initiative and effort, specifically ongoing content research to build upon, self-reflection, appreciation for professional development, and remaining open to feedback from one’s peers and students.

As students prepare to enter an ever-changing reality socially, academically and professionally, they must become more aware, and able to understand and handle the needs and demands of not just organizations and their required skill sets, but of individuals and the various cultures that shape the world around us. As a TESOL educator, I approach this reality by establishing  an exchange of trust and respect with my students early on, to allow students to see their own unique value as vessels of purposeful experiences, knowledge, skills and talents that need to be explored and drawn upon, so that learners can become the socially and academically proficient speakers, listeners and writers they are meant to be in and out of the classroom. This endeavor may require much and gradually less of my grammar and comprehension scaffolding along the way, but it will always acknowledge and build upon each learner’s set of schemas, cultural assets and personal interests and strengths. These hidden treasures will also more fully come to the surface by facilitating learning from a multicultural perspective that acknowledges a diversity of backgrounds, perspectives and learning styles of learners. This process also requires academic equity, allowing students to be exposed and engaged in various facets of learning through  research-based strategies and mediums, which may include a wider range of literature, discussion topics, video and audio presentations, field trips, collaborative projects etc.

In summing up my thinking and heart for teaching, I seek to inspire students to look forward to learning on their own and with others by helping them realize that education is so much more than just schedules, books and instruction. It is a dynamic process that can be exciting and unexpected, that requires their attention, their opinions, their developing input to bring it all together, creating a multifaceted window into any range of interest, whether it be ELA , history or science  or even, a creative application in math. 

Indeed, learning is as much of one's individual development as it is the synergy that can only occur through collaboration with others. The  growing sum of wisdom and character development can best take roots and abindantly branch out in safe and stimulating spaces created by homes, communities and our schools , composed of families, mentors and educators. This is my understanding and ongoing vision for teaching.