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Boaler, J. (2015). In Mathematical mindsets: unleashing students' potential through creative math, inspiring messages and innovative teaching. essay, Jossey-Bass.

Cassetta, G., & Sawyer, B. (2015). Classroom management matters: The social-emotional learning approach children deserve. Heinemann.

France, P. E. (2018, September 1). A Healthy Ecosystem for Classroom Management. Ascd. https://www.ascd.org/el/articles/a-healthy-ecosystem-for-classroom-management.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.

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These are examples of other hand signals that will be used in class. 

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I will teach my students different hand signals that they can use throughout the class.

Silent Coyote:

This hand signal indicates that the class should be quiet. If students see me demonstrating this hand signal, they know they have to stop talking and paying attention to me. If a student shows this hand signal, it can be to indicate that a classmate is being too loud during a quiet activity.

Jazz Hands:

Jazz hands will be used to show excitement. Instead of having students yell and cause a lot of commotion, they can use this hand symbol to show they are happy or excited. This will help monitor the noise levels in the class.

Yes and No Signals:

Students will move their fists in an up and down motion to show that they agree with something or to answer yes to a question. If a student wants to show disagreement or no, they will shake their hand from left to right.

These hand signals will be introduced throughout the first week of school, so students can start getting used to them. I will also have a poster on the wall to remind students what each one means.

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Each section is color coded :)

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Students can return with lots of energy when they come back from recess and lunch. They often have a hard time focusing on their work because they have a lot of energy in them. I would like to give students 5-10 minutes of silent time after they return from recess and lunch. During this quiet time students will have the option to work on any of their quiet time activities. Some of these options include coloring, writing in their journals, reading a book, practicing their math facts, or working on classwork that they did not get a chance to finish. By giving them just those 5-10 minutes to calm their bodies, students have a better chance of focusing during instruction time.

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Every day when students are coming into class, I want to greet them personally. There will be a poster on the door that will have different options of ways they want to be greeted. This will let students pick what they feel most comfortable with. We will practice this routine starting the second day of school once I have explained to them what they have to do. Once students come inside, there will be a morning message and goal of the week displayed on the board. Each morning we will have a discussion based on the message and what the goal is. The message and the goal will be linked to the material they will be learning that week.

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Although we will come up with our class agreements and expectations together, there are expectations I will contribute to set boundaries. "Setting boundaries means being clear with yourself about behaviors that are reasonable, safe, and tolerable" (Cassetta and Sawyer, 2015, p. 39). These are some of the expectations I will contribute:
*Respect your teacher, peers, materials, and learning space.

If a peer or the teacher is speaking, we should show respect by being active listeners and giving them our attention.

Materials given to students should be kept in a good condition and should be respected. It is important for students to understand that these materials may come from the school/teacher and are to be respected.

Students need to be aware that everyone is in the same learning space as they are. If students are being disruptive of their learning space, it not only affects them but can also affect others.

* Mistakes are welcomed

I want my students to feel comfortable making mistakes in class. My students will learn no to judge or make fun of those who make mistakes. Learning happens when we make mistakes. A growth mindset will be encouraged in my classroom

* All questions are welcomed

Learning comes with curiosity. My students will never be judged for asking questions. I will always answer any questions my students have. No voice will be silenced.

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Classroom agreements and expectations will be established by all of my students together. My plan is to provide my students with sticky notes where they can write their hopes and dreams they have for the year. After all of the students have written their hopes and dreams then we will come up with class agreements and expectations based on what they wrote. We will come up with agreements and expectations that will help them reach their goals and dreams. This idea comes from the Responsive Classroom philosophy which preaches learner agency and autonomy. This philosophy recommends the idea I recently described and "using interactive modeling to demonstrate, practice, and provide feedback and routines" (France, 2018, p.3). I believe that by coming up with classroom agreements and expectations together, the students will feel like they have a say on their learning environment. The classroom will feel like our classroom, not just the teacher's classroom.

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All about me posters are a great way for students to get to know each other better. This also helps me, as a teacher, to learn my students' interests in more detail. Students will get chosen every week to present their poster where they can describe their favorite things. After presenting, students will write the student of the week a letter expressing the things they learned about them, similarities they have in common, and any remaining questions they have about them.

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Sending surveys like these home will allow me to learn more about who lives with my students and who is the primary contact for my students. These surveys will also let me know what my student is like at home and what their interests are. I will use all the information I gathered to "let students know [I] have noticed them, [that] they are significant, and [that I] want to know more" (Cassetta and Sawyer, 2015, p. 11). Students feel appreciated when they can see their teachers making an effort to get to know them in more than an academic way.

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Some of the ways I will have an inclusive and welcoming classroom are by:
* Always welcoming students when they come into class
* Having students participate in activities where they get to know their classmates

We will have a student of the week that they can write letters to and make comments on similarities they may have

Have students do a read-aloud each week from their favorite book

Some of the ways I will build positive student-teacher relationships and peer relationships are by:
* Having a suggestion box for students to drop in any type of suggestion. Suggestions may include:

what I can do better in the class to aid their learning

new books they like to read

sitting arrangements

topics they want to learn more about

* I would like to have small groups and rotate them every day, so I can see more closely how they are doing with each lesson
* Have a family and student survey to learn more about my student's personal life and interest
* I will let my students call on other peers who are also raising their hand to help them out when they need help answering a question

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My philosophy might impact instruction in the sense that there will be more culturally diverse material being implemented into lessons. "Knowing about the cultures of other people teaches them how to respect, love, and live in harmony with others who don't look or know the world as they do" (Muhammad, 2020, p. 67). My students will be learning about other cultures and other people's stories from different points of view. Having students learn more about their own cultures and being represented in class will engage them more in the material they are learning. They will enjoy learning when it is something that they can relate to themselves. If students can't relate what they are learning to themselves, then they are more likely to disengage and not pay attention. My hopes are for students to truly enjoy learning because they are in a safe learning environment, where all of their peers respect each other and where mistakes are welcomed and encouraged.

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I want the focus of my classroom to be about learning. Every child is different and they all have different ways of demonstrating what they have learned. I will provide different options of assignments that let students pick what way they want to show what they learned. I would like my class to be more about learning and not about grades. From my personal experience, I know there is a lot of anxiety that surrounds grades. In some cases, school isn't even about learning, it's about being able to memorize enough content to do well on tests. I do not want my students to worry about what grade they have, so I will not punish mistakes when it comes to assignments. This way, students will feel more comfortable making mistakes and learning from them.

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The other part of my rationale behind my philosophy is including diverse material into my lessons so my students can see themselves represented. I want my students to know that my classroom welcomes all cultures. Identity is a very important concept that can greatly impact academic achievement. Students who do not see themselves in the curriculum become easily disengaged in what they are learning. "Research has found that students have the potential for success when they see themselves in a curriculum and when their cultural, gender, and racial identities are affirmed" (Muhammad, 2020, p. 69). Students should feel like their cultures matter and that they are important too.

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My rationale behind my philosophy comes from the idea of building trusting teacher-student relationships. Students learn best when they feel supported by their teachers. The more teachers know about their students the better they can find ways of supporting them. Children want to feel like they have a purpose. Engaging in conversations with students to know more about their personal life and interests can really impact a child's comfortability in a classroom. Having trusting relationships with teachers "allow for achievable and safe learning experiences where children practice communicating, facing challenges, and experiencing and regulating emotions" (Cassetta and Sawyer, 2015, p.8). Part of having a good teacher-student relationship is building a safe classroom environment. When a student finds themselves in a classroom where they feel safe, they are more comfortable making mistakes. A safe learning environment is key for promoting a growth mindset. Students should feel comfortable making mistakes in class. Learning is a process that includes making multiple mistakes. Having a growth mindset welcomes growth and learning, those who have a fixed mindset "are more likely to give up easily, whereas students with a growth mindset keep going even when work is hard and persistent" (Boaler, 2015, p.29).

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* Support staff and students
* Be a resource available to everyone (students, parents, & teachers)
* Provide the necessary trainings for teachers and staff
* Believe in teachers
* Listen to what teachers have to say
* Be open to any suggestions that benefit the students and teachers

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Everyone has to work together to reach the ultimate goal of being successful in school.

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* Actively participate in school events
* Have communications with teachers
* Address any concerns with teachers
* Work with along side with teachers
* Support their child/students in school
* Encourage their child/student in their academics

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* Have unconditional support for students
* Be prepared with lessons and materials
* Be educated with the latest research and news
* Provide resources needed for students to learn
* Be attentive to students
* Believe in students
* Get rid of stereotypes about students
* Be ready to answer any questions
* Build relationships with parents/caregivers

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* Be active listeners
* Be engaged and participate in lessons
* Cooperate with peers and teachers
* Be respectful to others and of their materials
* Come prepared to school
* Have an open mind to others comments and ideas
* Be willing to make mistakes and learn from them

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My philosophy for teaching and learning is creating a safe learning environment for students. My hopes are that having a safe learning environment makes students feel welcomed and comfortable which are necessary for learning. My classroom will be place where everyone has a voice and the right to make choices for themselves. I do not want my students to feel like I am the only person who decides what happens in our classroom. Everyone's opinions will be valued.

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I volunteered at Jumpstart where I would work with preschoolers in low-income schools. Most of the kids I worked with were Hispanic and knew little to no English. Our main goal was to increase their literacy skills. It was a wonderful experience that I will cherish for the rest of my life. There is no better feeling than seeing your students improve with your help. I saw so many students learn a new language and find a new love for books. This is also one of the reasons I want to get the bilingual authorization. I have the resources and skills to help students learn a new language and I think it would be a waste for me not to take advantage of my bilingual knowledge.

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Growing up, I experienced a lot of inequities with my education. I grew up in a low-income community and attended Title I schools for elementary, middle, and high school. Unfortunately, I had some bad experiences with teachers. I've had teachers believe so little in my community that they gave up and would just sit at their desks and stopped teaching us. I don't want any children to have to experience the same things I did. I want to become a teacher to decrease these bad experiences minority students experience throughout their lives.

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Part 1:                                                                           Teaching Philosophy 

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Part 1:                                                                           Teaching Philosophy 