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I have chosen this philosophy of teaching as I see it is beneficial for students. From watching my dad teach Men’s Leadership at McClatchy High School, and understanding the way he taught it to build students critical thinking was powerful. Men’s Leadership being a class that was for “at-risk” students who aren’t going to graduate and they are all put in a class together to help them graduate. Already the system is against them one way or another, but he is there to support each and every student so they graduate from high school. While also helping them graduate, he teaches them foundational skills that will help them in the future. For instance, teaching them how to apply to college and looking at the majors, costs, the variety of colleges, financial aid, and more. Helping them look into college and creating opportunities for them to build the motivation and support that they can go to a college even when the education system is against them. Altogether, the students gain the critical consciousness to understand our world and how they are viewed from our society. I want to be able to help students gain critical consciousness to have the ability to name the root of oppressive life experiences.

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I will establish an inclusive and welcoming classroom community by showing students that I was once a student and understand the hardships and mental/physical exhaustion of school. School is hard and I personally understand being labeled and tracked into a lower level pathway that did not believe that I would make it to college. Many of my high school teachers were shocked that I made it out of college in three years and now I am at UC Davis. I don’t want any students to have a teacher shocked, so I want to build that rapport with each student that fully shows them that I am here for them and I will do everything for them to succeed. By building that rapport and a welcoming classroom, we will get to know each and every student in class and students will get to learn who I am and what my role is with many activities that involve having each other's backs, supporting one another, and respecting boundaries. This will be happening for the first two weeks so we know who we are as an individual, and a learner. I will incorporate many ways for students to know me and for students to know each other that involves writing, talking, walking, games, and group discussions. I would have students write what they want me to learn, answer questions that I want to know, kahoot about me that they have to guess, group games that involve teamwork, group activities that help us gain knowledge about people, and more. The first couple of weeks will be fun and interactive for students since I also understand that coming back from school from summer break is hard and stressful.

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Classroom agreements and expectations will be established at the beginning of the week. I want students to take notes and also discuss with their groups what our expectation should be to cultivate a safe, inclusive, empowering, encouraging environment. I want to know what students think I should expect from them and what we should all agree on together as a community. I will have some expectations for me as a teacher and I will show them. And if they are missing an expectation that I really have for them then I will add it to our collective classroom agreements that will be posted in the room. My main expectations for each and every student is to try their best in any easy possible way and communicate with me. Living in this society is hard. I want them to try and be active participants but I understand that we all have our bad days, weeks, and months. As long as you try in any way that you can and communicate with me. I want to know what is happening and how I can best support you. But I want the student to communicate with me when they feel comfortable. I only want what is best for the student and that is at their pace and level of comfort. Those two expectations that I want from each student are important for me because these are foundational skills that they will need in their future. They will have to communicate their feelings or learn how to communicate especially with someone that they may disagree with or don’t want to talk to. They will understand how to communicate and understand the time they need before communicating. As for trying their best, this will be beneficial in life because as long as you try, then I think that is really good. You are trying something that may be hard and you strongly dislike, like iReady, but you are trying your best in that situation.

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I follow or I am trying to follow a critical pedagogical approach to teaching. Critical pedagogy is wanting to challenge and critique dominant ideologies of schooling by teaching the students critical literacy. It is also becoming critically conscious while examining, dismantling, and challenging the world that we live in. Critical literacy helps build a further understanding and consciousness of the disadvantages students face in their community while also helping students critique the dominant knowledge they were taught. Furthermore, critical pedagogy is analyzing the power structures that were put in place to rank and sort students, to gain the skills to read the world to challenge the dominant ideology of schooling.

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However, under critical pedagogy is Ethnic Studies Pedagogy which follows four tenets. First is questioning White supremacist notions of ideological objectivity and neutrality within the process of knowledge construction and understanding hegemony and racial capitalism and how that plays a role in showing through our curriculum and history books who are the US “heroes” that we should all idolize and look up to. Second is moving towards anti-essentialist representation of racialized communities which is understanding individuals' bioecological systems and not just the social construct of race. How immigration, migration, sex, gender, class, and more also play a part in the person's identity. Third is developing and practicing a community grounded praxis in the teaching content that mainly focuses on the quality of humility of students and educators coming together to develop content grounded from the community. Lastly is creating opportunities for empowerment, collective self determination, and social transformation, or in other words, fostering students' critical hope. This tenet connects to ARC of ethnic studies which is access, relevance, and community. Providing opportunities while ensuring the quality of education is relevant in their community to serve as a bridge from educational spaces to organizations, activism, and community involvement.

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The classroom procedures and routines that I will be teaching students are call and response for me to get the students attention for a quick second, daily planners that helps us understand what we are doing for that day at what time and why, and finally fishbowl discussions so it teaches us how to hold an active discussion while others listen. These all three procedures and routines are helpful to better ourselves as people in our society with organizational skills, listening skills, discussion skills, and how to be respectful.

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I have always wanted to help my community in some way. For me, I was inspired to be an educator from watching my Dad, Grandma, and Uncle in the education system. The impact they have made in their community was beautiful to witness. I wanted to be like them and guide students to success because I know that every student can be successful inside and outside of schools. When given the opportunity and resources, students can do so many great things but there are so many assumptions and labels placed upon them that track students into a certain path. Altogether, my motivation is through the students motivation. I want students to find that thing that they love learning about and fills them with joy where they can continue learning/doing it outside of school. I want to be the educator that understands the students and their community who only wants the best for them. The motivation I have for teaching will only continue growing as I build foundational rapports with the students and their families.

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My teaching philosophy that I achieve to follow will change students perspectives about others and themselves in our society. According to Sleeter and Zavala (2021), they framed ethnic studies as an anti-racist, decolonial project that seeks to rehumanize education for students of color, center subjugated knowledge narratives and ancestral knowledge, and build solidarity across racial and ethnic differences for the purpose of working toward social justice. Ethnic Studies has been shown to keep more students academically engaged, develop a stronger sense of self-efficacy and personal empowerment, and helps students perform better academically and graduate at higher rates. Ethnic Studies focuses explicitly on stereotyping and bias, present strong counter-stereotypic models, and engage students in thinking about multiple features of individuals (such as race and occupation), within-group differences, and cross-group similarities (Ibid.). Curricula on racial diversity and racism improved racial attitudes among White children, allowing them to see how racism affects everybody and offering them a vision for addressing it. There is a lack of research in regards to Ethnic Studies in the elementary and secondary levels, however, if we draw young children’s attention to the complexity of individuals, as well as to examples of people like themselves who challenge racial discrimination, it will reveal positive racial attitudes by directly confronting children’s actual questions and assumptions about race, racism, and differences they see among people.

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My teaching philosophy will alter the way I teach curriculum or follow the common core standards by finding ways to implement Ethnic Studies practices into my lessons. It has already altered the way I build rapport with students because I don’t see myself as the transmitter of knowledge and students as empty vessels. I see myself as an active learner with all the students and a facilitator in the classroom. I have always been against summative assessments as I don’t see the benefit, but I believe informal and formative assessments that truly show the students academic ability and knowledge, help me assess what the students know and understand. I strive for having students have agency and autonomy in the classroom, as I put my words and theories into practice, I will develop skills and knowledge to better support all of my students.

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My teaching philosophy works towards creating an equitable, humanizing, and joyful learning environment for all students by centering all students in the class and not just the Eurocentric narratives. This means creating an inclusive, understanding, empowering environment filled with learning and love for one another. I will try my best to keep things fun and creative so my students stay interested in my lessons and stay motivated to learn. I don't want school to be boring where students don't want to be at school. I want them to enjoy being in the class with our community learning from one another!

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Part 3: Educational Technology Integration 

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Part 3: Educational Technology Integration 

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I will be doing this procedure to help me gain the students attention after they do a discussion or are talking in line. The reason why it is a picture of Chappell Roan for my call and response because that is something that my class has been doing. Since her songs are popular at this moment, our class thought it would be best do do the H-O-T-T-O-G-O, snap and clap and touch your toes. So after they say the snap and clap and touch your toes, I get their attention and it is silent. However I do not like silencing the class so I want to ensure that it is for this amount of minutes or second that I will be talking and then they can finishing their conversations.

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I will be doing a daily schedule with the class in the beginning of the day so they have an understanding of the plan for the day and what lessons/topics we will be talking about. I will also have a weekly word for them to learn that we will try to use in a sentence at least once which will be given on Monday. This will help us create a routine throughout the year that we will always follow.

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Group discussions are so important for a just democratic society. We have to be able to learn how to listen to other peoples perspectives. This will teach the students to think before speaking, listen to different perspectives, gain critical thinking skills, debate about something that you strongly agree with, and public speak in front of the class. It gives the inside group the space to discuss the topic, while the outside group can observe the discussion and take in what they are talking about. Then the outside group will have time to share their point after the discussion. Fishbowl discussions helps student with many foundational skills that they will use inside and outside of school.

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In Lak'ech & Land Acknowledgement (Routine)

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In Lak'ech & Land Acknowledgement (Routine)

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In Lak'ech is an excerpt from Luís Valdez poem called "Pensamiento Serpentino" (1990). In Lak'ech was something that I learned about from watching the documentary Precious Knowledge at UCSC and from what I have learned, creates a sense of unity and identity of connection across the boarders between English and Spanish. It bridges cultures and identities (Owens, 2018). I would do this to center marginalized communities, build unity, and do a class activity that gets the class going in the morning. While doing this, I would also start our morning with a land acknowledgement so students know the land that encompassed the school campus that we currently reside on. It serves as a mechanism for awareness of the plight of indigenous people that continues today (Beasly, 2022).

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Beasley, T. (2022). Rethinking the Native American medicine wheel garden: from an outdoor classroom to celebration and land acknowledgement. Science Activities, 59(3), 125–134.

Buenavista, T. L., & McGovern, E. R. (2016). Ethnic Studies with K - 12 Students, Families, and Communities: The Role of Teacher Education in Preparing Educators to Serve the People.

de Roock, R. S. (2021). On the material consequences of (digital) literacy: Digital writing with, for, and against racial capitalism. Theory into Practice, 60(2), 183–193.

Owens, K. H. (2018). “In Lak’ech,” The Chicano Clap, and Fear: A Partial Rhetorical Autopsy of Tucson’s Now-Illegal Ethnic Studies Classes. College English, 80(3), 247–270.

Sleeter, C. E., & Zavala, M. (2021). What the research says about ethnic studies. Transforming Multicultural Education Policy and Practice: Expanding Educational Opportunity, 209.

Tara J. Yosso (2002) Toward a Critical Race Curriculum, Equity & Excellence in Education, 35:2, (pp. 93-107).

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I think that technology is really important in the education system and students are becoming more technology savvy but also more dependent on technology. It is a very helpful resource and tool that students will be using in their everyday life. Depending on the school, I believe that every student gets access to a chromebook unless they have access to their own computer. I think computers are very helpful and students use them for many things so we have to find ways to implement computer usage in lessons.

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Now I know that many other things are coming out from technology like AI. However, I think there are many ways that we can use AI to help students (not to cheat). But speaking of cheating, I don’t condone cheating, but if a student is cheating and I find out, I would punish them because I want to know why they did it. I used to cheat in school and my reason was because I had so much homework and not enough time so I would copy my friends' homework to receive my points. Anyways, there are so many discussions that students can make with AI and hear their perspective on the topic that we bring up in class since AI is very biased. We can analyze the way AI is used for and why it says these things.But also who it can be helpful to, what audience.

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Digital/Design Justice Resources from Ruha Benjamin

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Digital/Design Justice Resources from Ruha Benjamin

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TECH AND SOCIAL JUSTICE INITIATIVES

JUST DATA Lab: Brings together activists, artists, educators, and researchers to develop a humanistic approach to data conception, production, and circulation through workshops, open access courses, and other collaborations. The aim is to rethink and retool data for justice.

FAIRNESS, ACCOUNTABILITY, AND TRANSPARENCY INITIATIVES

STATEMENTS

INSTITUTES AND CENTERS

MORE

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JUST DATA Lab : Brings together activists, artists, educators, and researchers to develop a humanistic approach to data conception, production, and circulation through workshops, open access courses, and other collaborations. The aim is to rethink and retool data for justice.

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Technology also has its disadvantages when typing on a google document, it shows when you have made a mistake with spelling or grammar and helps with a blue or red squiggle. However, it then gives you the option to correct it, not on your own, with the help of their technology. Or depending on the algorithm of your digital writing, you may be getting “fake news” that gives you misinformation.

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According to de Roock (2021), educators have to be mindful of the participation of complex software such as algorithms, since they range from spell-check and autocorrect to search algorithms to “distributional” algorithms that influence how the writing is displayed. All of these factors are ideologically saturated, tied to notions of idealized users and/or for commercial profit motives. Such realities of digital literacies provide opportunities for teachers to gain insight into their students’ lives and strengthen classroom curricula by drawing on student conventional and digital funds of knowledge. Furthermore, software and their multiple authors can be seen as participants in any digital writing activity.