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Overall, I see technology as gateway to new ways of modifying and differentiating instruction for learners. There are so many new applications and softwares being used today that have the potential of providing the supports/engagement students may need.

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At the beginning of every month, I would like to assign different student jobs. Ideally, most, if not all students would be tasked with some kind of classroom job. Within these jobs, students will be given daily or weekly tasks to help maintain the classroom.

By giving them a designated role, students may feel a sense of responsibility and ownership for their learning environment which can better engage them.

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- Provide teacher support
- Communicate with parents
- Handle student discipline

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Using my teaching philosophy, I hope to create a curriculum that emphasizes educational equity and celebrates diversity in the classroom. I will embrace multiculturalism in the classroom and provide students' a safe space where they can comfortably discuss their own culturally and linguistically diverse backgrounds. I hope to do so by learning and incorporating students’ cultures/home
languages, which studies have shown leads to more effective instruction all around (Tompkins, 2018).

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My chosen philosophy has been shaped by my own experiences as a learner and teacher. In my time as a student in K-12, I was lucky to have a fairly equitable education compared to other people. For this reason, I am committed to replicating and creating a similar experience for my future students so that they can be successful.

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- Support and advocate for child's education
- Communicate with teachers
- Promote the importance of learning

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- Support students' academic and social-emotional development
- Create an equitable and inclusive learning environment
- Build positive relationships with students and families
- Modify instruction for diverse learner needs

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During the first day of school, I will ensure that the classroom agreements and expectations are created as a whole-class collaborative effort. By doing this, I hope that students will feel more involved by having the chance to voice their opinions and contribute to the set up of the learning environment. Using the ideas that students share with me during this time, we will utilize at least 5 rules/expectations to display in the classroom. Throughout the year I will refer to these expectations and remind students that they are the "commonly understood guidelines for establishing a joyful and safe classroom" (Casseta & Sawyer, 2015, p. 46).

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In the mornings I will pick up my students from their designated waiting spot at school. I will then direct them in a straight, quiet line towards the classroom.

At the door I will greet each student as they come into the classroom. Once they have entered, I expect students to get out their materials for the day such as their agenda, homework, etc., sit down, and work on whatever warm-up/quick write I may have up on the board. During this time I will take attendance, make any needed announcements, and collect/check any paperwork that may be needed.

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1. Cassetta, G. & Sawyer, B. (2015). Classroom Management Matters: The Social-Emotional Learning Approach Children Deserve. Heinemann.

2. Tompkins, G. (2018). Literacy for the 21st Century: A Balanced Approach (7th ed.).

3. California Commission on Teacher Credentialing. (2016). California Teaching Performance Expectations. https://www.ctc.ca.gov/docs/default-source/educator-prep/tpa-files/tpesadopted-2016.pdf

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Part III: Educational Technology Integration

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Part III: Educational Technology Integration

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I believe that education is a fundamental component in the development and maintenance of our society. Through education, students are not only learning about various disciplines such as mathematics, writing, etc., but are also developing a significant portion of their social-emotional intelligence through schooling.

Considering all of this, I believe that all students deserve a diverse, equitable, and accessible education where they can learn/grow both academically and socially.

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Technology that is used in the classroom will be used as tools to facilitate learning. Students will not and should not be able to use their devices at any given time, but will be instructed when they can do so. When students use their devices I will expect them to use them appropriately and be on task while doing so.

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In the classroom, I will teach and expect students to use ASL to communicate any needs/questions during class. I would like to do this for two main reasons:
1. ASL is a nonverbal form of communication that can limit disruption during instruction
2. ASL gives students the opportunity to explore a new language and potentially communicate with Hard of Hearing people

I will teach students common phrases/words we may use in the classroom such as 'water', 'pencil', 'sharpener', 'restroom', etc.

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The main way I hope to create a welcoming classroom community is by getting to know who my students are inside and outside of our classroom.

By learning about my students' on a more personal level, I will be able to engage with them more deeply and create strong student-teacher relationships. In addition to this, using what I know about students’ experiences, interests, and backgrounds will allow me to create a learning environment that is more engaging for students (California Commission on Teacher Credentialing, 2016). I hope that this focus on students' interests and backgrounds not only make learners feel seen and cared for, but may also be a motivating factor for them in their learning throughout the year.

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Personally, I believe that technology is an integral part of the classroom. As the world becomes more and more technologically advanced, I believe that is imperative for students to learn the necessary skills in order to operate these devices efficiently and appropriately.

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Just as the popular saying goes, “Every teacher was once a student”, my interest in teaching has largely been due to my own personal experiences as a student. Throughout my schooling I was very fortunate to have teachers that both encouraged and challenged me in academia, teachers that wanted to see me succeed. My fifth grade teacher once wrote to me saying, “Leila, it's all in front of you, laid out, ready for you to paint it, write it, sing it, or design it. The sky's the limit! Choose your path; you can do it all!”. It was teachers like these that helped me see my strengths and potential by instilling an incredible amount of confidence in myself. It was teachers like these that led me to pursue my own career in education in which I could inspire my own students.