I believe in diversity. I believe in diversity in the classroom. That all students regardless of their background have an innate desire to learn and are capable of learning. I have worked with students with special needs, English Language Learners, Gifted and Talented students, and students on grade level and below grade level. Working with all type of learners during my field placements and work experiences have been eye opening to me. I have realized how not only society is becoming more diverse, but classrooms too. Classrooms are not only academically diverse, but physically, and neurological diverse (Cecil, Gipe, Merrill, 2014). In my classroom, I will teach my students about diversity through literacy. I will incorporate different genre books about diversity, such as multicultural books. If my students understand diversity they will be able to better understand their peers and their society. My classroom will become a safe learning environment where all students feel welcome and accepted.
I believe in individual needs of the students. Through my field and work experiences, I taught lessons to students through a variety of ways. I made sure I included activities that reach out to the different type of learners. Knowing that each student learns differently and that each student has their own learning style allowed me to prepare lessons and include activities that would reach out to all students helping them achieve their full potential. While I completed my field experience and while working as a bilingual teacher assistant, I work with students who vary from visual, auditory, and kinesthetic learners. During these experiences, I realized that what worked for the visual learner did not work for the kinesthetic learner. I know the importance of understanding the maturation of the brain in order to help students achieve their full potential. The maturation of the brain influences the learner’s readiness to learn, therefore, the needs of one student are different from another student. In my classroom, the individual needs of the students will be my priority.
I believe in building strong relationships with students. In the classrooms, I have seen that students love to help their teacher in anything they can just to keep their teacher happy. I believe in the power building strong relationships have on students. A teacher builds relationships with the student by getting to know the student, what they like, who they are, where they coming from, and how they learn. In order for students to become successful learners, they need to feel that someone cares for them and that someone is willing to support their learning. Students come from different lives styles some students are in need of strong, positive, caring adults (Scherer, 2016). The more the students see the adult care the better the foundations or interventions (Scherer, 2016). In my classroom, I will make sure to greet my student’s every morning and dismiss them with a high five. I will encourage families to get involved in the student’s education to their child reach their full potential. “Learn every student’s name. Ask about their family, their hobbies, and what’s important to them. Stop telling students what to do and start teaching them how to do it (Scherer, 2016).”
I believe in cooperative learning. Cooperative learning will be a must in my classroom. My student's seating arrangement will be in groups of 4-5 students per group. I will make sure each student in each group has their own role. Cooperative learning will enhance the student’s oral language and social skills. I practiced cooperative learning activities in my field experience placements and students were engage and it allowed me to differentiated instruction. Cooperative learning makes the classroom a safe place for all students to be able to learn in a fun way (Kagan, 2009).
I believe in consistency for a good classroom managment. In my field experience placements and as a bilingual teacher assistant I continued to see that effective teachers were those who were good classroom managers. I believe that in order for learning to occur there must be order in the classroom that consists of well-structured procedure and rules. Classroom management techniques including procedures and rules are key to a successful school year (Wong, 2009). I know how critical consistency it is when it comes to a good classroom management, therefore, I will have consistency in my classroom and reteach any procedure or rules that have been forgotten by the students. I believe that a well-managed classroom is not where students are working independently and quietly, instead, it is a classroom filled with students who are seating in groups, students who are task orientated and students who feel safe in the classroom.
Cecil, L. N., Gipe, P. J., Merrill, M. (2014). Literacy in grades 4-8. Scottsdale, Arizona: Holcomb Hathaway, Publishers, Inc.
Sherer, M. (2016).EL essential on poverty and learning. Danvers, MA: ASCD.