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Last summer, I visited the island where I was born and raised. My daughters were born there, but they were too young to remember the cultural aspects of Latinos. After I moved to the U.S. I have come to appreciate my roots more. I want my daughters to be in touch with family as well. It is one of the cultural aspects of us Latinos. In the picture you can see our family on the terrace of grandma's house. Very typical of our Latino culture.

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My first experience into teaching in general was when I went to Costa Rica. I learned a lot about their culture and how many of them (who spoke English) would seldom let me speak in Spanish because they were so excited to meet a native. I visited many of their most famous parks, volcanoes and beaches and it gave me an incredible experience into life in a latin-american country. I always try and use my experience there to start conversations with my students and get them to explore their home and their past a bit. Had I not gone to Costa Rica, I don't think I would have become a teacher and had the chances I have had to meet these incredible students.

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My journey into teaching began with a transformative two-year experience teaching abroad in Taiwan. I found immense joy in the process. Many individuals venture to other countries seeking diverse perspectives, and Taiwan offered a wealth of them, distinct from those I encountered in America. What I find particularly rewarding is discovering the common threads that unite cultures.I am fascinated by the shared experiences that transcend geographical boundaries. Even amidst the differences, whether it be a familiar face, a cherished dish, a customary gesture, or a familiar thought process, there exists a comforting reminder of home.This picture was taken last summer during my visit to see my former ESL students, whom I had taught when they were 8-10 years old. Now aged 12-14, I was pleasantly surprised and deeply touched that they still remembered me. It was a heartwarming moment filled with joy and nostalgia.

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I went to Japan for the first time in 2019 as a spring break study abroad trip, and we stayed with a host family in Aizuwakamatsu for a weekend. It was the most eye-opening experience I had that showed me the motivation and passion of others trying to learn another language. We made a lot of great memories sharing each others' languages and cultures, and we definitely tried to communicate without Google! I returned home with a desire to teach English formally...so here I am.

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Working with my colleagues, I brought a traditional Chinese concert to the school. It offered students a window into the rich tapestry of Chinese heritage. Such an event fosters cultural appreciation, breaking down barriers of misunderstanding and promoting intercultural understanding. Through the melodies of traditional Chinese instruments and the graceful movements of dancers, students not only experience the beauty of another culture but also cultivate empathy and respect for diversity.

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While each student in my ML class is unique, many share similar demographics. To broaden our perspectives, I invited students from a local high school to share their stories of immigrating to the United States and learning English. We listened to narratives from three students, each originating from different parts of the world. These accounts underscored the richness of human experiences, emphasizing the importance of inclusivity in our classrooms and school community. By embracing diversity, we can create a truly global community.

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In the back of my classroom, the wall is covered with maps. I teach about ancient Roman language and culture, but I love to foster learning connections that give my students a better global perspective. These maps help me contextualize where in the world we are studying, whether in the northernmost parts of Britannia or in the sunny city of Pompeii. The Roman Empire was one of the most influential civilizations of all history, and I want students to see how it is situated within the world that it so greatly influenced (and was so greatly influenced by). There is also a large world map that allows students to see other parts of the world that help us contextualize other civilizations and parts of history. I love making these connections, and I find that my maps often serve as good visual "hooks" upon which my students can hang their global learning.

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I like to learn through travel. Museums in big cities or historic towns are where I learn. I love discovering historical sites on ordinary streets, or finding localized American fast food in Shanghai, or finding authentic Chinese food on the streets of London. The harmony presented by these different elements often refreshes my understanding and frees me from fixed mindset.

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This is one of my Spanish classes in Spain. We took a picture together as a farewell. I had a privilege and opportunity to work in Spain in two public schools. This picture reminds me of a great time I had in Spain last year, working with Spanish students who are very genuine, super kind & friendly, and how much they value education. I loved every minute of being in Spain, meeting new people, experiencing Spanish culture, learning Spanish, and sampling food.

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This picture represents me as a global educator when I was privileged enough to be able to teach in Antigua, Guatemala for a month. This made me appreciate teaching even more, and realize how necessary teaching is, and how much different countries value education. It helped me to learn different ways of teaching, and challenged me as an educator. When I came home, I wanted to incorporate what these students taught me (resilience, positivity, determination) with my students, and help them find the value in their own education. I want to try and visit as many places as possible, to learn and soak in the ways they do things, and learn how that can help my students.

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I took this picture last year for the yearbook under the "Reading in your Class" section. The girls actually helped me pick the book and the pose. This picture reminds me of the diversity of my class, making connections, and teamwork. All which help me become a global educator. I love learning about my students lives before they came to the US. Having this background knowledge allows me to teach in a supportive way and relate to them.

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This image here is about the program called participate learning, I used to work with a lot of teachers that were from different countries of the world, and they shared their culture and traditions with me, also last year my students were able to give a presentation about water scarcity in Costa Rica.

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This is an image of a Peters projection world map that have in my classroom. I use this map as a visual representation of how images can shape our views, how our perceptions can be distorted, and how we need to take other people's perspectives and points of view into account.

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In 2010, I had my first experience in the United States, where I joined a religious group whose meetings were held at Stanford University. This encounter exposed me to different cultural and religious practices for the first time. My goal here is to observe different cultures, and to be a global learner.

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Every year, I travel somewhere in the world, by myself, for one week. I don't repeat the location, and I don't always travel to a place I know a lot about. My goal here is as much about observing culture, and attempting to better understand how to talk about culture as it is to actually experience the visible aspects of culture like food (which I love), art, etc.