My Teacher Briefcase

Ever since I began my bachelor's degree in English as a Second Language, I have been looking forward to my practicum experience. At first, I began with a mix of emotions beacuse it felt intimidating but it has turned out to be a beautiful journey that I will hold dearly in my heart. One of the most important learning experiences I gained through the practicum is understanding how demanding this profession can be, yet how deeply I love it.

When I began teaching my second-grade class, I was very scared. However, it has been one of the most enriching and transformative experiences I’ve ever had. I am especially grateful to Teacher Mariell, who guided me with patience and wisdom. From her, I learned what it means to be a thoughtful, reflective, and committed educator. Through this process, I discovered the value of patience, the power of lifelong learning, and the importance of evolving as a teacher with each experience.

One of the most important lessons I take with me is the value of adaptability, flexibility, and constant reflection. Every lesson I teach leaves me with something new to learn. One of the most essential qualities a teacher must have is the ability to reflect—to observe what is happening in the classroom and ask: How can I do this better? How can I better support my students? Is this practice the most appropriate for them?

I would say this practicum is just the beginning of my journey as a teacher. The university provides us with a strong theoretical foundation, but it is only in the classroom—face to face with students—that one truly begins to understand the complexity and beauty of teaching. Thanks to this experience, I now feel prepared to work as an ESL teacher. I know that true preparation comes from time, experience, and continuous reflection, and I’m committed to that lifelong path.

My areas of strength include my strong command of the English language, my ability to plan engaging and inclusive lessons, and my genuine love for teaching. I am highly organized and reflective, which allows me to adapt and improve my practice based on the needs of my students.

One area I continue to work on is classroom management and developing differentiated instruction strategies that meet the diverse needs of all students, particularly in multilingual classrooms. I can address this by continuing professional development, collaborating with experienced colleagues, attending workshops, and staying updated with research-based practices in ESL education. Observation, reflection, and openness to feedback will also be key tools in compensating for these needs.
My expectations and projections include becoming an exceptional and dynamic teacher. I love what I do, and I see myself teaching for the rest of my life. I hope to pursue graduate studies in Teaching English as a Second Language, with a focus on inclusive practices, literacy intervention, and supporting children from diverse cultural and linguistic backgrounds.

 I want to contribute to public education in Puerto Rico by being a committed ESL teacher who fosters not just language skills but the overall development of my students. I aspire to help young learners become confident, fluent English speakers who can use language to express themselves, connect with others, and access opportunities. Through graduate studies, I also wish to contribute to research on literacy and inclusive education to support students with diverse abilities and needs. My ultimate goal is to help build an educational system that is inclusive, equitable, and empowering for all students.

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