Students

I believe that the goal of any effective educator should be to serve their students. The work we do is, first and foremost, for the students. I think it is often difficult to remember that in practice with the more political pressure of standardized testing and data that surrounds the realm of education. As I transition into the role of educator, I intend to always remain conscious that my work must be tailored to fit the needs and goals of specific classes. Without students, we cannot teach. In their book Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners, Kristina J. Doubet and Jessica A. Hockett explain that it is crucial that educators, as leaders in the classroom, celebrate both individuality and community amongst students (2017). Students must feel accepted and celebrated for who they are in both instruction and interaction in a differentiated classroom. However, teachers must make it a priority to cultivate relationships between students and encourage connection through learning and collaboration. When students feel they can connect with their classmates while upholding their individuality, they are more comfortable in a class and more prepared to learn.

One of the most important things that I have experienced during my time as a student teacher is the extensive diversity of identities that exist within one classroom. Every class has a unique energy and personality based on the array of students within each. Not only must we acknowledge cultural identity, but also personal interests, sexuality and gender identities, intellectual identities, and individual personality traits. As the semester advanced, I was able to learn increasingly more about students; they taught me more about themselves through their class contributions and storytelling, and I learned their personalities, tendencies, and intellectual needs just by engaging with them through discussing class material and reviewing their work. One of my greatest concerns at the start of my time with these students was whether I would be successful in forming relationships in a completely virtual environment. When we cannot see one another or read one another's body language, it is difficult to form authentic connections. However, my students taught me that building connections and community cannot and should not be halted by physical barriers. Over the curse of the year, I grew to know these students as individuals and as a community. We formed connections through reading together, sharing our work together, and engaging in conversations both about class materials and about personal ongoings. As I spent more time with these students, I myself grew more comfortable sharing insight into my life, experiences, and schooling, and the students returned the energy that I offered. Near the end of my time with them, the students expressed their gratitude and appreciation for me during our office hours and small-group meetings. The support and appreciation that students offered me not only strengthened my passion for education but also reassured me that teaching is the right path for me. Building a community with my students gave me the confidence I needed to grow as an educator.

My lessons and teaching have improved over time as I have come to know each student more personally and build a community of reading, writing, and speaking with them. Rather than strictly following a theoretical method, I have learned how to utilize such frameworks as culturally relevant pedagogy and anti-racist pedagogy to create and execute classes specifically for my seventh graders. Differentiation and relationship-building are crucial practices in my developing pedagogy of ensuring that every student can successfully meet my goals for them and their goals for themselves.