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Since I was in the 3rd grade, I have always wanted to be an elementary teacher because of my own 3rd grade teacher, Mrs. Orozco. She was the first person outside my family to believe in me and my ability to change the world for others. From then on, I tapped into my natural love for helping others and my unrelenting inquisitiveness about the world. My journey in trying to understand our common humanity and all its forms, coupled with my own experiences and intersectionalities, brought me to the understanding that my role in the world is to be someone who teaches and learns. Being able to speak multiple languages opened the door to learning about various perspectives on society. This turned into a mission to show others the beauty of these possibilities, one I can accomplish by working with emerging leaders.

My motivations can be defined into three categories, each intertwining with another:

1) Altruism: I have a strong desire to contribute to society, mentor young minds, and make a positive impact on future generations. It is my belief that no matter how small the contribution is, I can leave this world knowing I made an impact. My name may not be known globally, but what I leave to my students—be it the lessons I taught, the skills I instilled, or the ways I made them feel—is what matters in the long run.

2) Curiosity: We all have some kind of eagerness about life and learning. Here lies new ways of thinking and being, and seeing the world through fresh eyes. In order to unleash this, we have to show students the power of such possibility. As a teacher, I can teach them to find different points of view and non-mainstream ways of acquiring knowledge. It fulfills me to see when new ideas and connections go off in their brains. I can harness these moments to create an engaging classroom environment where students feel free to explore everything and anything

3) Multicultural and Multilingual Education: There is no one culture or one language that rules the United States. If we were to be monocultural or monolithic, the beauty of our society would be diminished. I believe there is great value in celebrating every student's identity and uplifting every language because by doing so, we are acknowledging the incredible strength of our diversity. I strive to expose the multitude of impacts of other cultures and languages, empowering students to embrace their own as assets rather than dividers.

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My teaching philosophy centers around supporting students to become the best versions of themselves while empowering them to become independent, curious, and compassionate life-long learners, something that can only be achieved through acknowledgment of the holistic student and collaboration with all members of students’ lives. I strive to create and foster a nurturing, inclusive and intellectually simulating community within my classroom, where all students feel valued, confident and comfortable to explore themselves. I believe every student comes with their own unique experiences, intersectionalities, and ways of thinking—all assets welcomed in our community of scholars. As a bilingual teacher, I aim to encourage my students to take risks in their learning, especially when it comes to achieving new languages and navigating the world through the power of language. My students will leave my classroom with a desire to keep learning, a willingness to see the world from others’ perspectives, and an ability to express themselves in bilingually.

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Too often, the discourse of our society points blame at who is failing the student and questioning why they cannot succeed. And when systems prioritize the notion of individualism and capitalism being above all, our sense of community is gone and children get left behind. I’ve seen it time and time again, where students feel invisible and alone. Everyone in a child’s life plays a role in raising a student to reach their full potential. It is a team effort that requires deep collaboration and a willingness to expose students to what occurs and who is in our world. Students thrive when adults and students work together as a team and have things in a classroom they can identify with and show interest in.

As a teacher, I plan to select curriculum and materials based on the community I serve, the diversity of our society, and the identities and experiences my students hold. A pillar of my classroom will be a library filled with books on diversity and social justice. I will create a classroom community by using their previous knowledge to inform what they are learning and by creating activities that foster interpersonal relationships. One of the first activities I will do is take block letters to form the word “familia”, cut them into puzzle pieces, give one to each child to make their own and put it back together. It will hang above our door, so we see every day we are a family, one that supports and cares for each other. I will bond with my students on their common interests and check in on them daily. If invited to events outside of school, I will gladly go to show my support. My goal is to make sure every child feels seen. Lastly, I will assess and evaluate my students’ work not on what a standard defines as success, but on the growth they have shown from one task to the next.

All this aligns with my teaching philosophy in that when everyone is involved, we can make a difference in a child’s life.

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Since my philosophy is student-centered, I will prioritize more hands-on activities and discussions with peers, along with differentiating instruction to meet the needs of my students. I plan to be culturally responsive in my teaching, incorporating backgrounds and knowledge of my students and our community, emphasizing diversity while making learning more relevant. Lastly, I will include a growth mindset approach for my students, putting more interest in the effort they do rather than the “right answer” and provide feedback that instills perseverance and self-confidence in a student’s capabilities.

Given that my philosophy is intentional, reflective and aligned with my values of empathy and compassion, I am putting the needs of my students first and giving them the reins to how they navigate the curriculum. I will also have high expectations for everyone, that even if they feel they “fail”, they still have met an expectation of excellence that shows them their potential. My classroom will be a space that is inclusive and affirming, one that gives a space for all students to speak their truth. Because of this, my students will thrive emotionally and intellectually because they will feel seen, supported, and challenged.

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Everyone plays a role in the way students learn, from the child to the adults. Everything plays a part in the way a classroom community is formed. In my classroom, I see the roles of each person in the educational ecosystem helping to create a shared understanding and stronger classroom culture. These roles are clear and student-centered:

Students are active participants and co-creators of a classroom, bringing their identities, experiences, and perspectives into the room. They engage with curiosity and have autonomy of their learning, actions, and impact on others, leading to the development of their own critical thinking. They collaborate respectfully with others and contribute to the success of the classroom and school community, setting examples for others on how to embrace education.

Teachers are not the givers of knowledge, but the facilitator of learning. They guide students by creating meaningful learning experiences that encourage dialogue, inquiry and student leadership, taking into consideration the holistic being of their students. They serve as mentors, supporting academic, social and emotional development, and are tasked with creating personal relationships with students, families, and other educations in order to promote student achievement.

Parents and caregivers are critical partners and collaborators on their student’s learning journey. They are their student’s biggest supporters in and outside the classroom, often encouraging learning at home and reinforcing schooling experiences. They are advocates for their child and work with teachers and administrators to ensure their child thrives.

Administrators are allies of teachers, families and students themselves who serve as advocates for all within the school and outside with the district. They have the responsibility of creating an inclusive and caring school community and school culture, and set the tone for how a school operates. They collaborate with teachers and families to address the inequities facing students and advocate for student success.

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"Education does not change the world, it changes the people who will change the world" - Paulo Freire

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In order to foster a positive classroom culture, I need to get to know every single one of my students. At every opportunity I get, especially in the beginning of the year, I will connect with them on their interests and previous knowledge. I will also encourage them to express themselves in Spanish to the best of their abilities, letting them know how amazing they are for speaking at whatever level they may be. Breaking the wall of discomfort around language usage will strengthen students' sense of risk-taking and promote growth mindsets. There will be plenty of chances for students to work together through academic and collaborative activities, including consistently changing table groups for students to get to know one another. I will also include the following three things, seen to the right of this post:

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Our classroom agreements will be established collaboratively during the first few weeks of school. As a class, we will discuss the kind of community we want to learn in by reflecting on experiences, sharing what helps them feel safe and respected, and shaping the norms. Together, we will create a list of expectations that encompasses our shared values such as respect, responsibility, safety, and collaboration. See specific examples to the right:

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Effective classroom procedures and routines provide a structured, consistent, and safe learning environment. By establishing order, I will set up clear expectations for behavior and routines, which in turn will teach students how to be independent and accountable. These routines also reduce behavioral incidents and anxiety, keeping the focus on learning. Examples will include:

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My classroom library will be filled with such books, both in English, Spanish and bilingual to allow for exposure to various cultures and student autonomy to switch between languages

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Every Friday, before we do our Fun Friday activities, I would like to incorporate a community circle for students to highlight others positive actions and address peer conflict

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One of my favorite things to do is connect with parents over their students to talk about their strengths, their interests and areas of growth. My goal is to call all parents in the beginning of the school year so they have my work number. I would love to do home visits if they are comfortable! Above all, I want to meet with parents three times a year during the beginning, middle and end of the year to discuss growth and areas to focus on for their next grade.

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Do’s instead of Don’t: We will reframe expectations to seem more positive instead of controlling, allowing for students not to feel a sense of consequence for bad behavior

Purpose: Instead of phrasing rules in terms of limitations with serious consequences which can cause student anxiety, using positive reframing makes the classroom see more welcoming and safe.

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We will prompt the idea of a growth mindset as a way to affirm students actions and instill self-confidence. One of the first activities of the new year will be to make a Growth Mindset Privacy Office, used during large exams such as state testing or diagnostics.

Purpose: Having a visual reminder of affirmations that promote a Growth Mindset will reassure students in their decision-making.

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As a teacher, I will set high expectations for students, not as a way for them never to reach my approval but as a way for students to see I believe they are capable of achieving more than they think they can.

Purpose: These high expectations will switch their mentality from what they cannot do to what they could do if they try their absolute best. I will emphasize every effort they do is valued and seen, creating a culture of excellence that pushes for self-confidence. I truly believe every student has a potential to be whatever they want to be.

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Morning Meeting & Reviewing Daily Agenda

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Morning Meeting & Reviewing Daily Agenda

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Every morning, I will review our agenda on the board with English time being noted in blue, Spanish in red and bilingual time in purple. Soon after, we will have our morning meeting where I will field student questions about our schedule, ask about how they feel emotionally, and have chips with a daily question to be answered in their journals and shared in small groups.

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On the first day of the week, I will assign classroom jobs and will attempt to ensure there is a job for every student. Students enjoy having a job in the class and embrace the responsibility. By having a classroom job, I will be promoting responsibility and students will develop a sense of work-ethic.

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On the wall will be hand signals that students can use to identify their needs discreetly. It is a way for students to communicate their needs and eliminate fear of judgment from others, especially in the beginning of the year.

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After lunch, for about 5 to 10 minutes, I will provide time for students to cool off, grab water and participate in a grounding mindfulness exercise to help students readjust to the classroom learning environment.