In my experience as a student, I had some of the best moments when I was welcomed by my teacher in the classroom. I had a teacher who would give each student a warm hug or a high-five as we entered the classroom, it was the student’s choice and she would make the most excitement out of whichever the student chose. This always made me feel like she was excited for each and every one of us to be in her class. I remember if I was feeling down, seeing how she expressed her interest in me and asked “what does Julie(or student name) need right now” and would help me get to where I wanted to be. She would check in with me throughout the day. This is some of the love and support that I want to provide my students.
Imagine walking into a school classroom on a sunny Monday morning. There is laughter, chatter, and many stories being shared between students. Students are sharing highlights from their weekend and catching up with their classmates. There is positive and safe energy flowing throughout. You can see the smiles from across the classroom. This reminds me of my experiences with school. Students are beginning to settle at their neatly organized, colorful desks to prepare for the class day. You can hear the school bells in the background to the notion that the class is about to begin. You can hear the sounds of binder hitting the desks, pencils being placed, and book bags hitting the floor. You can feel students’ urge to anticipate what today’s lesson will encompass, thinking caps on and ready to begin.
Throughout my teaching credential program, I have been given the opportunity to practice important skills, lessons, and activities to help me build deeper connections and expand my teaching knowledge with students. I have been able to work directly with students four out of the five days of the school week to better their learning in Math/Science and now Humanities. I have been enrolled in and completed courses to support my teaching practices. These classes included; equity courses, CGI math focus, inclusion class to help all students, specific multiple subject courses, and reading/literacy-focused classes. We have been given “Put It To Practice” work within each class to build on our understanding of the weekly topic. These are activities that we observe, test, and support students based on our program classes. In addition to putting what we’ve learned into practice, I have been given to opportunity to form many new connections within the teaching world.
I firmly believe that equity, inclusion, and accessibility are my three main key factors for my teaching philosophy. I believe that each student deserves the needs and necessities to help each individual best succeed and thrive in the classroom. I believe opportunities need to be given to deepen student understanding and connect to student interest. I believe having student input and say in the lesson and classroom are necessary to help build an ideal learning community.
I have listened and received strong feedback for best teaching practices. We have been shown instructional strategies and resources, videos of real-life classroom situations, and have had the space to discuss heavier topics to help us become better educators. Equity and Anti-Bias, Anti-Racist (ABAR) have been highlighted topics to which we continuously return to throughout the program. Becoming an educator at this time is extremely critical. With all of these key tools being added to my teaching toolbox, I am best prepared to make positive impacts in young adults’ lives.
My teaching practice is explicitly following the (UDL) Universally Designed Learning protocol. I make sure to incorporate as many approaches to meet the needs of all students in the classroom. I provided alternative options to be flexible with my lessons for student-specific needs. In my lessons, I specifically use these UDL-aligned strategies; Comprehension, activating, or supplying background knowledge. I always check for understanding and make sure each student has a clear idea before moving onto the next topic. Multiple tools and media to support student understanding, I supply multiple modalities for student engagement and learning. In my student teaching experience, my students have positively responded to having multiple resources and ways of completing and understanding assignments. I have been given student feedback about how much they enjoy having a “say” and “choice” in the classroom. All students learn differently and strive in different ways than others. I provide multiple opportunities and resources for students to best support their learning. Creating a safe and supportive learning environment. Classroom culture is a huge part of my teaching, I believe students need to feel loved and heard in my classroom. I minimize threats and distractions in the classroom making it the most ideal learning environment for all my students. We begin each semester and school year by having empathy interviews, family conferences, and establishing classroom norms and expectations as a whole.
Our first project was called, “Mi Cajita, What I Carry To Distance Learning” This project’s purpose was to create a space for students to share with their teachers and classmates the most important people, experiences, and items in their lives. In this project students will be reflecting on their lives, identifying the things/relationships that they are bringing with them to distance learning. Students will collect their items into a physical or digital cajita. These would help support who this student is and what is most important to them. Students practiced family interviews and a paseo activity. The Paseo activity’s purpose is to present issues of identity, diversity, beliefs, and values, and would like to begin making connections between who they are and how that shapes their decisions and behaviors.
Another key UDL-aligned strategy that I use in my classroom is Whole Body and Active Listening. From the reading, The Power of Our Words, by Paula Denton, the author illustrates the importance of silence and listening. Specifically, she mentions when to be silent, and the power of silence in and outside of the classroom. There is a huge importance with allowing students to have a wait time, to gather their thoughts, and think about their statements. A term that I think about is “embrace the silence”, usually the silence has a much deeper meaning to it. Listening is a key strategy to truly understanding and hearing what others are sharing.
I believe young learners best reach their goals and see their highest potential when a classroom is run this way. Students excel and succeed in my classrooms when I provide various opportunities to support all students’ needs and resources to best learn. I believe that students learn best when they are able to communicate questions to teachers, as well as be able to openly communicate with their peers. Students will be able to formulate new thoughts and ideas in various forms. Students learn best when the class listens to each individual's voice and respects each other's opinions.