Jia Xiang(Sean) Wang

About me

I have earned my bachelor’s degree in Early and Elementary Education and am now pursuing my master’s degree in Special Education for grades 1–6. Growing up within the special education system and speaking a different language at home has given me a unique perspective on learning and communication. These experiences have made me deeply aware of the diverse needs of students and the importance of creating supportive, inclusive learning environments where every child can thrive.

As a male teacher in early and elementary education, I hope to serve as a positive role model and show students that teaching is a field open to everyone. I am committed to breaking down misconceptions about both general and special education, helping students, families, and fellow educators understand that each child has their own unique strengths, learning styles, and potential. I believe that recognizing and nurturing these differences is key to fostering confidence, curiosity, and a lifelong love of learning.

My teaching philosophy centers on inclusion, empathy, and creativity. I strive to develop lessons and classroom experiences that engage students academically, socially, and emotionally. By creating a safe and dynamic environment, I encourage children to take risks, ask questions, and explore the world around them. I am passionate about helping all students succeed, not just academically but as confident, curious, and resilient individuals.

Ultimately, my goal as an educator is to empower every child to recognize their own potential, embrace their individuality, and feel proud of their accomplishments. I hope to inspire both students and fellow educators to see the value in diversity, the importance of understanding, and the limitless possibilities that emerge when every learner is supported and celebrated.

Philosophy of teaching

My teaching philosophy is rooted in the unwavering belief that every student regardless of their race, ethnicity, language background, socioeconomic status, family structure, learning ability, or personal life experience—has the intrinsic right to a high-quality, meaningful education. I believe that education is not a privilege for a select few, but a fundamental human right that must be accessible to all. As educators, it is our moral and professional responsibility to ensure that this right is upheld in every classroom, every school, and for every learner.

In my practice, this begins by recognizing and embracing the diverse experiences, identities, and perspectives that each student brings with them into the classroom. Rather than seeing these differences as challenges, I view them as strengths—essential elements that enrich our learning environment and broaden everyone’s understanding of the world. Every child deserves to see themselves reflected in the curriculum, classroom materials, and teaching strategies. When students feel that their culture, language, and background are respected and valued, they are more engaged, more confident, and more willing to take academic risks.

I also believe deeply in the importance of equity not just equality in education. Equity means meeting students where they are and providing the specific support, resources, and encouragement they need to reach their fullest potential. It means differentiating instruction, using culturally responsive teaching practices, and building strong relationships with students and their families. It requires a commitment to closing opportunity gaps and challenging systems of bias or exclusion that may exist within the educational system.

In a truly inclusive classroom, students from all backgrounds have the opportunity to grow not only academically but socially and emotionally. My goal is to cultivate a space where students feel safe, valued, and empowered to express themselves—where they are challenged to think critically, collaborate respectfully, and develop a genuine love for learning. By building this kind of environment, we’re not just preparing students for tests or grades; we’re preparing them to be empathetic, informed, and active citizens in an increasingly interconnected world.

This philosophy has been shaped by both my academic training and my personal experiences. As someone who understands what it’s like to navigate school while feeling different or misunderstood, I carry a deep sense of empathy into my work with students. I strive to be the kind of teacher who listens, adapts, and advocates—someone who makes sure no student feels left behind or invisible.

Ultimately, my goal is to create a classroom that reflects the larger world we wish to see one where diversity is embraced, voices are heard, and education serves as a tool for empowerment and justice. By committing to these values in my teaching practice, I believe we can truly fulfill the promise that education is a universal right, capable of transforming lives and shaping a better future for all.

Achievements

I am very proud of various accomplishments from my teaching experiences, which have had a significant impact on my career as an educator. One significant triumph happened during my first semester of student teaching, when I was able to teach 4th-grade children about Native American history and culture in their social studies class. This was a significant milestone for me since it marked the beginning of my teaching career, and I was tasked with establishing the framework for these young pupils' understanding of other cultures and histories. By presenting them to Native Americans' rich genealogy and contributions, I was able to extend their perspectives and raise understanding of cultural diversity.
Another major accomplishment occurred during my second semester of student teaching, when I was assigned to a second-grade Integrated Co-Teaching (ICT) classroom. During this time, I taught the kids about Chinese New Year, which is a significant cultural celebration. This event was particularly meaningful because it allowed kids to learn about a significant global legacy, increasing their perspective of the world beyond their immediate surroundings. By including Chinese New Year classes, I not only increased their cultural awareness but also promoted interest and respect for different traditions and customs.
These experiences have been tremendously rewarding, and they have strengthened my belief in the value of providing pupils with a well-rounded education that includes a diversity of cultural perspectives. As a potential teacher, I am devoted to providing inclusive and engaging learning experiences that help students understand and appreciate the varied world around them.

Strengths

As a future teacher, I believe I have a number of strengths that will allow me to be effective in the classroom and positively impact the lives of my students. One of my most valuable skills is my ability to correctly assess my pupils' learning progress and establish the specific steps needed to help them develop into intelligent, confident young men and women. This includes not just evaluating their academic abilities and weaknesses, but also determining their distinct learning styles, interests, and motivations. By tailoring my teaching style to each student's individual needs, I can create a supportive and nurturing environment that motivates them to reach their full potential.
Another valuable quality of mine is my deep empathy and sympathy for kids who struggle with the English language. I've been in their shoes at their age, so I understand the difficulties and disappointments they have when attempting to learn a new language while keeping up with their peers. My personal experience as an English language learner allows me to offer effective guidance and encouragement, implementing strategies that have worked for me. This common experience enables me to form strong, trustworthy relationships with my students, resulting in a classroom climate in which they feel understood and valued.
Furthermore, I have a comprehensive understanding of the experiences of children in special education programs since I have been in their shoes. This personal connection enables me to truly identify with their struggles and successes. I have direct experience with the obstacles and stigmas connected with special education, as well as the enormous potential for growth and success with the right assistance. My history inspires me to fiercely advocate for these students, ensuring they receive the personalized attention and resources they require to succeed.
These qualities—my ability to assess and foster student growth, empathy for English language learners, and a deep understanding of the special education experience—prepare me to be a caring and competent teacher. I am committed to creating an inclusive, supportive, and dynamic learning environment in which all students feel valued and empowered to do their best.

Goals

As a future teacher, I have several important aims that influence my classroom vision and pedagogical method. One of my main goals is to foster a safe and open classroom climate in which all students and their families may freely express themselves, regardless of gender, ethnicity, or background. Every student, in my opinion, needs to be valued and respected, and their individual perspectives and experiences should be recognized. This friendly environment will foster a sense of belonging in children, inspiring them to fully participate in their studies while knowing that their opinions will be heard and their identities recognized.

Another important goal is to maintain open and effective communication between myself as a teacher and my students' parents/guardians. I recognize that education is a collaborative effort involving not only teachers and students, but also families and the greater community. By creating strong, positive relationships with parents, I can create a supportive network that benefits each student's educational experience. This includes regular communication through various channels, such as newsletters, parent-teacher conferences, and informal check-ins, to keep parents informed of their child's progress and address any concerns they may have.
Furthermore, I intend to actively involve parents in the educational process by inviting them to take part in classroom activities, school events, and decision-making. This collaborative approach guarantees that parents feel involved in their child's education and that their opinions and efforts are valued. Working together, we can create a more complete support system that addresses kids' academic, social, and emotional needs.
These goals—creating an inclusive and safe school climate and fostering open communication with parents—are important to my mindset as a prospective educator. I am committed to building a classroom community in which all kids may thrive, families feel welcomed and involved in their child's education. Through my efforts, I hope to make a more equal and collaborative educational experience for all participants.

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