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To have a community of both relationships and learning, it is important to create ways in which students can speak to others during whole-class time without disrupting the learning of themselves and others. Thus, the below class cheers can be used by students when they or the whole class wants to praise or agree with a peer.

1. Silent Cheers

2. Bubble Cheers

3. Roller Coaster Cheers

4. Hot Cheeto Cheers

5. "Me Too" Hand Sign

6. Class created "Good Luck" or "Sending you support" sign.

I will teach these cheers during the first 4 weeks of class. I will introduce one each Monday during Math time.  I will start by spontaneously doing the praise, then stoping and saying, "Silly me! I haven't taught this cheer yet!" I will then model it.  They will do it with me after that. We will continue to practice it each day for the week.

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1. To create efficiency, each student will stand in a line behind their designated buddy.

2. Once the teacher stands in front of them, their eyes will look forward.

3. I will say with a smile and wave, "Welcome back, my friends."

4. They will say, "Welcome back, Ms. Alcantara."

5.  To start our chant, I will say, "what time is it?"

6. They will say in unison with an outside level voice, "It is ________ time," and sing a class created chant that will state what materials to get, where to go, and what to do. (The blank will be replaced with the activity they will do once they enter the classroom).

7. I will lean forward and whisper, "good idea, scholars. Enter at a voice level 0 and get your learning on, supper speedily."

8. I will then give a high five, smile, and make eye contact as each student enters the classroom.

This procedure will be taught repeatedly the first week of school. First, I will model how to do the procedure. Then, students will model for the class. Third, class will practice in-doors. Lastly, we will practice outside. We will then reflect on our glows and areas of growth and talk about why this procedure is important for our learning and In La'Kech community. We will try again with a "Si Se Puede" attitude when needed.

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Within 5 minutes of students entering the classroom, students will engage in a morning meeting in the following matter:

1. Students will quietly and gently make a circle in the middle of the room in 30 seconds.

2. I will sit in the circle with them.

3. I will praise their "supper-speediness and supper-gentleness" in forming our community circle at a voice level 0.

4. We will sing our classroom song and hold pinkies or hands while doing so.

5. I will start my 5 minute timer.

6. I pose our daily questions and ask for "tall proud hands" as volunteers: "How are you feeling today?"/ and or "How was your evening yesterday?"

7. Students and I will look at the speaker and raise our hands to offer a comment or word of encouragement.

8. Once the timer rings, I will guide students in some gentle static yoga stretches for 1 minute.

9. I will guide students in a two minute meditation in which they are expected to be in voice level 0.

10.  I will tell students: " you are a gift to this world. You are full of power and knowledge. Let's start this amazing day."

11.  I will transition students to the next event quietly and gently.

This routine will be taught in seperate phases. Phase 1 will be students practicing making a circle within 30 seconds and singing our song at an appropriate voice level and returning to our seats in timely and quietly manner. After succeeding at Phase 1, I will introduce Phase 2, which is answering the question of the day and offering words of encouragement or comments. Phase 3 will include our stretches, and we will review the importance of staying in our bubble to allow space for our friends to stretch too. Phase 4 will be meditation, and we will review the exercise of deep breathing and zone 0. After mastering each phase, we will practice the whole meeting together, using google slides to remind us of each step and expectation of each phase.

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A classroom "Si Se Puede" chant can be done with kids in a circle, one person says "Si Se Puede" while the rest of the classroom claps. As each "Si Se Puede" statement gets louder, the claps get louder too (Personal teaching experience, 2019, 2nd Grade).  

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A classroom "Si Se Puede" chant can be done with kids in a circle, one person says "Si Se Puede" while the rest of the classroom claps. As each "Si Se Puede" statement gets louder, the claps get louder too (Personal teaching experience, 2019, 2nd Grade).  

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What expectations will be included in our classroom?

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What expectations will be included in our classroom?

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1. One voice at a time (Personal Teaching Experience, 2019, 2nd Grade).
- Rationale: Teaches good listening skills and behavioral regulation. More importantly, it teaches children how to honor the voice of another, which is a form humanizing our classroom and society.

2. Si Se Puede Attitude (Personal Teaching Experience, 2019, 2nd Grade).
- Rationale: This attitude of, "yes I/ we can" will be a reminder for students that they can accomplish all goals because they have the innate power to do so.

3. Being "In La'Kech" (Luis Valdez, Mayan Poem).
- Rationale: This Mayan poem teaches us that we are innately connected to others and thus what we do to others and how we make them feel is what we do to ourself and make ourself feel. This norm will create an expectation of what our interactions should look like at all times in the classroom, create a trusting community among us, and teach kids why we must abolish oppressive systems in our world.

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Social- Emotional Competencies by Gianna Cassetta (2015) in her book, "Classroom Management Matters."

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Social- Emotional Competencies by Gianna Cassetta (2015) in her book, "Classroom Management Matters."

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1. "Our goal [in teaching SEL skills] for students... is to have strategies to constantly reach for [their] best selves and to catch [them]selves when [they] stop reaching" (Cassetta, 2015, p.23).

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How will all classroom expectations be established?

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How will all classroom expectations be established?

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Our agreements will now become expectations. To establish them, I will follow Gianna Cassetta's (2015) tips in her book, "Classroom Management Matters."

1. Practice the expectations for the first 3 weeks "use[ing] a criteria and talk[ing] about how we did" (Casseta, 2015, p. 44).

2. "Give lots of positive feedback on whatever they do correctly" (Casseta, 2015, p. 44).

3.  Redirection- practicing again so "students have the opportunity to fix it" (Casseta, 2015, p. 48).

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How will classroom agreements be established?

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How will classroom agreements be established?

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I will establish agreements during the first week of school with the following questions:

1. What makes us feel heard, loved, and taught by peers and teacher.

2. What does a classroom of learning and independent and group, work "look like [and] sound like?" (Casseta, 2015, p. 43).

3. What does conflict resolution  "look like [and] sound like?" (Casseta, 2015, p. 43).

4. How do we stay encouraged when working towards our goals and dreams?

After gathering all these answers, I will write them on an anchor chart.

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How will you create a positive relationships with students and support peer-peer relationships.

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How will you create a positive relationships with students and support peer-peer relationships.

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The strategies below have been gathered by: Student Teaching placement with 3rd grade teacher Ramona Torres, my personal  teaching experience in a 2nd Grade Bilingual classroom, and Gianna Cassetta's (2015) book, "Classroom Management Matters."

1. Morning and after-lunch meetings where students tell each other and myself how they are feeling and we offer words of love and encouragement to each other (Past personal teaching experience, 2019, 2nd Grade).

2. Through class chants and poems that practice affirmations of our greatness as an individual and as a team (Student Teaching Experience, 2020, 3rd Grade).

3. Non-academical time together ( Casseta, 2015, p.12) such as daily in class play time, daily lunch dates, and recess visits (Past personal teaching experience, 2019, 2nd Grade).

4. "Greet [the students]... and actively listen to [them" ( Casseta, 2015, p.22).

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How will you establish an inclusive and welcoming community?

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How will you establish an inclusive and welcoming community?

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1. Social and emotional regulation strategies will be taught and encouraged to normalize emotions and thus avoid exclusion of students by others (Dr. Jacquelyn Fede, 2020).

2. Instruction and material will include strategies for EL learners to access content to ensure and support their growth (Student Teaching Experience, 2020, 3rd Grade).

3. Instruction will include UDL strategies to empower and differentiate students' ways of engagement, learning, and expressing (CAST, 2018,  p.1) what they know.

4. We will have protocols that allow us to learn about each others homes, native lands, and cultures (Student Teaching Experience, 2020, 3rd Grade).

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1. Because I committed the holistic growth of my student, I will evaluate their academical, socio-emotional, cultural, and intellectual growth.

2. To respect the individual developmental stages of my students, I will also evaluate students' learning and mastery of content by assessing  progress, not end products.

3. I will assess formatively to ensure that my instruction is always adapting to students' progress, addressing their strengths and areas of growth (Kalinec-Craig, 2017, p.3).

4. The goal of assessments will always be to create equitable opportunities for students to meet their fullest potential.

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Classroom Community and Relationships with students. 

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Classroom Community and Relationships with students. 

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The way I build relationships with students and create a classroom community will be grounded on Bartlomé's (2008) concept of "Carino," or "love" (p. 3). Our interactions and thus community will always have the intention of acknowledging and validating the humanity of the other.

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I will select a curriculum that acknowledges the home knowledge, culture, and history of students. Our working material will include social justice projects, assignments that expand their knowledge of self, and our reading material will reflect diverse communities in an uplifting and authentic way. In other words, both curriculum and materials will be what Rudine Sims Bishop (2015) calls "Mirrors, Windows, and Sliding Glass Doors" (p.1) in her article, "Mirrors, Windows, and Sliding Glass Doors."

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Rationale: How will philosophy influence how I select curriculum and materials, create a classroom community, build relationships with students, and assess students?

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Rationale: How will philosophy influence how I select curriculum and materials, create a classroom community, build relationships with students, and assess students?

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The overall aim of this philosophy, form of instruction, multiple theories, and roles of all parties is to make student learning and engagement relevant and empowering. It is to ensure kids' learning is holistic and based on abolitionist pedagogy. It is to guarantee all students reach their highest potential and have the equipment to create the life they dream of and deserve. Lastly, it is to reveal to them their human responsibility to fight for justice and world peace.

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1. Instruction will be thoroughly planned and delivered strategically to ensure academic, intellectual, cultural, socio-emotional progress and success.

2. Instruction will be based on the culture of the students and connect to the reality of our world.

3. Instruction will differentiated for each child to ensure equity and support growth .

4. Instruction will facilitate student's ability to monitor their own progress to make them leaders of their own learning and, thus, life.

5. Instruction will engage with the insights and questions of the students to ensure it is student-centered and to maintain our equal standing among each other.

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Humanization by Paulo Freire (2006) in "Pedagogy of the Oppressed."

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Humanization by Paulo Freire (2006) in "Pedagogy of the Oppressed."

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1. "The oppressed...must find through their struggle the way to life-affirming humanization.... The oppressed have been destroyed precisely because their situation has reduced them to things. In order to regain their humanity they must cease to be things and fight as men and women" (Paulo Freire, 2006, p. 68).

2. "In a humanizing pedagogy the method ceases to be an instrument by which the teachers (in this instance, the revolutionary leadership) can manipulate the students (in this instance, the oppressed) because it express the consciousness of the students themselves" (Paulo Freire, 2006, p. 68-9).

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Carino by Lilia I. Bartolomé (2008) in "Authentic Cariño and Respect in Minority Education."

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Carino by Lilia I. Bartolomé (2008) in "Authentic Cariño and Respect in Minority Education."

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1. "Love is not all students need, unless it is an 'armed love' (Freire, 1998) that is authentic, based on respect, and focused on providing students with both an academically rigorous and a liberatory education" (Bartolomé, 2008, p. 3).

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Ethnic Studies in "Transformative Ethnic Studies in Schools" by Christine E. Sleeter and Miguel Zavala (2020). 

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Ethnic Studies in "Transformative Ethnic Studies in Schools" by Christine E. Sleeter and Miguel Zavala (2020). 

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1. "Ethnic studies frees space in which students can learn and teach multiple truths about their lives and realities. Ethnic studies 'would require that both teachers and students have a chance to face our nation's painful past, to see how we operate within settler colonial states in order to counter that which is within and around us to seek solutions to our intersecting problems' (p. 1223)."  (Sleeter and Zavala, 2020, p. 7).

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Students as Intellectuals in "Transformative Ethnic Studies in Schools" by Christine E. Sleeter and Miguel Zavala (2020). 

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Students as Intellectuals in "Transformative Ethnic Studies in Schools" by Christine E. Sleeter and Miguel Zavala (2020). 

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1. "Teachers who envision their students as intellectuals do not limit their learning to what standards define for them. Rather, they create, along with their students, educational experiences that enable students to "socially dream" (Freire, 2000) the world anew, but to do so with a rigorous and well-polished critical and reflexive understanding of their world" (Sleeter and Zavala, 2020, p. 16).

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Cultural Wealth by T.J. Yosso (2005) in "Whose culture has capital?"

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Cultural Wealth by T.J. Yosso (2005) in "Whose culture has capital?"

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1. "CRT lens can ‘see’ that Communities of Color [have] cultural wealth

through at least 6 forms of capital such as aspirational, navigational, social, linguistic, familial, and resistant capital" (Yosso, 2005. p . 77)

2. "Indeed, the main goals of identifying and documenting cultural wealth are to transform education and empower People of Color to utilize assets already abundant in their communities." (Yosso, 2005. p . 82)

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Rationale: What beliefs have influenced this philosophy? 

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Rationale: What beliefs have influenced this philosophy? 

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My philosophy is grounded on the purpose of the liberating the child so that he/she/ they can abolish world violence and humanize all societies. Some theories that back up this purpose are listed and explained below.

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1. Creates school functions that uphold and acknowledge the culture of the students (Bettina Love, 2020).

2. Staff is bilingual and diverse to communicate with and represent the population of the community they serve  (Bettina Love, 2020).

3. Has quality free resources for caregivers such as: a day care, food drives, and social workers.

4. Has quality free resources for students: breakfast, lunch, snack, therapists, nurses, at-home and at-school laptops, hotspots, backpacks, notebooks, and writing and art utensils.

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1. Acts as my extended grade partner.

2. Advocates to me the needs of the child at home and in the classroom.

3. Volunteers in the classroom and attends school functions.

4. Loves and empowers their child.

5. Respects and advocates for the other students of the classroom at all times.

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1. Acknowledge, honor, and uphold the identity and culture of my students.

2. Commit to their  Intrapersonal, interpersonal, intellectual, and academical progress.

3. Grow their activist identity.

4. Differentiate for each student and for each part of their identity: academical, socio-emotional, and cultural.

5. Build and daily grow a loving and nourishing relationship with and among them.

6. Connect with caregivers through constant communication and authentic care.

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1. Mindfully practice thought and emotional regulation.

2. Analyze to re-imagine social structures and social norms through the lens of acceptance, inclusiveness, liberation, and equity.

3. Create and work towards challenging academical and identity goals with a growth mindset.

4. Intentionally learns about and upholds their peers and community.

5. Sees their inner-being as innately valuable, powerful, and loving.

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What parties are involved and what role do they play in this in Abolitionist and Humanizing Philosophy?

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What parties are involved and what role do they play in this in Abolitionist and Humanizing Philosophy?

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Philosophy: What is your philosophy of teaching and learning?

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Philosophy: What is your philosophy of teaching and learning?

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Education has the power to empower students at a socio-emotional, cultural, and intellectual level. I believe in this power, and my teaching will follow this holistic approach to ensure that my student's education also teaches them the following: how to heal and thrive in the face of trauma; achieve their fullest potential and wildest dreams; and redesign a world that uplifts and connects all communities together.

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Motivation: What motivates you to become a teacher? 

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Motivation: What motivates you to become a teacher? 

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My motivation for teaching is to abolish white supremacy in all areas of life and all structural designs- such as our classrooms and school structures. I also aim to help my students notice these forms of oppression, heal from them, and eradicate them. Lastly, I hope to guide my students in finding their authentic and innate connection with others.