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My philosophy as a teacher is to inspire a love of learning and a passion for growth in every student. I want to create a safe, welcoming classroom where all students feel loved, valued, and excited to learn each day. I believe that every child deserves to be respected and encouraged to reach their full potential. I want my students to feel proud of their language, traditions, and culture, and to know that their identities are celebrated. I am passionate about creating an inclusive environment where every student feels a sense of belonging. I believe that working closely with parents and families helps build strong learning experiences and supports student success. My goal is for students to leave my classroom with the knowledge, skills, confidence, and love for learning that will guide them throughout their lives.

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My philosophy as a teacher is to inspire a love of learning and a passion for growth in every student. I want to create a safe, welcoming classroom where all students feel loved, valued, and excited to learn each day. I believe that every child deserves to be respected and encouraged to reach their full potential. I want my students to feel proud of their language, traditions, and culture, and to know that their identities are celebrated. I am passionate about creating an inclusive environment where every student feels a sense of belonging. I believe that working closely with parents and families helps build strong learning experiences and supports student success. My goal is for students to leave my classroom with the knowledge, skills, confidence, and love for learning that will guide them throughout their lives.

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I believe that growth takes time and is built through resilience, patience, and perseverance. Growing up in a Spanish-speaking home and being a transitional bilingual student until high school taught me that learning does not happen at the same pace for everyone. Some subjects take longer to understand, but with hard work and determination, progress is always possible.

As an educator, I want to help my students develop that same mindset. I encourage them to take learning one day at a time and focus on their own growth rather than comparing themselves to others. My goal is to create a supportive classroom where students feel valued, challenged, and capable of success.

I also want my students to feel proud of who they are, including their culture, language, and family. I want them to see these parts of their identity as strengths, not weaknesses. I hope to teach them to appreciate each day as a new opportunity to learn, grow, and work toward their goals.

I believe that strong communities play an important role in a student’s journey. When students, families, educators, and community members work together, children feel supported both inside and outside the classroom. I want to build meaningful relationships with families and create a classroom that reflects the diverse backgrounds of the community it serves.

I want to meet students where they are, support them through their challenges, and be a positive part of their story as they grow and work toward their dreams.

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My Philosophy as an educator is to make sure that my students feel safe and represented in my classroom. I believe that with all the hardships many students must face outside of school, from difficult living situations to complex feelings about their sexual orientation, I would want my classroom to be a safe space for them to feel comfortable and supported. I remember when I was in school, I never saw any teachers who looked like me, and I want to show my students that a successful teacher and role model can come in all shapes and sizes, and it directly coincides with also creating a safe academic environment. I feel like a student can not properly learn when they don't feel comfortable enough to be themselves and I just want to give them the best chance to absorb all the information and succeed.

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Today’s children face numerous challenges and barriers to academically understanding the acquisition and development of knowledge. Learning in urban New York can take place when the system is able to provide the conditions to connect theory with their social and cultural reality. Because of my background and experience, I intuitively use a Socratic questioning method to encourage individuals to comprehend what they already know and what they need to achieve. However, the core of learning is when each child is engaged in his or her path understanding knowledge. It is through his or her curiosity where learning can be achieved. This engagement is not a lonely route; it is developed in company of a collective. Therefore, we need to recognize that each child has an individual pathway of learning within a collective created by classmates, other students, family, the school staff and its leadership, their community and many other actors.

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My teaching Philosophy as an Educator is to create a place where everyone fits in

I believe that every student has the ability to learn, grow, and succeed when provided with a supportive, engaging, and inclusive learning environment.

Parent involvement is key to a child's success. I am committed to maintaining consistent and appropriate communication with families to support each child's academic and personal growth. Most importantly, keep in mind that i an shaping a persons future.

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My philosophy as an educator is deeply connected to my “why", shaped by my own experiences and testimony. I understand what it feels like to navigate challenges with language, learning, or feeling misunderstood, and that is why I am committed to support students with patience, empathy, and high expectations. I believe every student has unique strengths in their abilities, and it is my purpose to build on those strengths. My goal is to ensure students feel seen, supported, and empowered to grow in confidence, independence, and academic success.

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My philosophy as a teacher is to create and maintain a classroom environment where  comfortable, safe, and valued are where my students are excited to be. I truly believe that when students experience this they are more secure with their learning, confident in expressing themselves, and able to see their true selves to full potential. Being comfortable with myself has helped me to be where I am right now. I am surrounded by people who allow me to be authentic. Feeling safe has shaped my character to pursue my goals, learn from my mistakes, and take a risk when it's necessary. I want to impact my students by helping them to have a positive space where they can share their beliefs, culture and support each other with respect and kindness. I hope to lead my teaching career as an example of someone who never fails to achieve their goals, someone who embraces her culture and feels proud about it and someone who they can relate to.

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My personal philosophy is centered on growth, integrity, and compassion. I believe that every experience, whether positive or challenging, provides an opportunity to learn and become a better version of myself. I value hard work and perseverance because meaningful achievements are earned through dedication and resilience. Education is important to me not only as a pathway to success but also as a lifelong process of expanding my knowledge and understanding of the world. I strive to treat others with respect, empathy, and kindness, recognizing that everyone has unique experiences and perspectives. I believe in taking responsibility for my actions and making decisions that align with my values. I hope to use my skills and education to make a positive impact on my community while continuing to grow both personally and professionally.

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My philosophy as an educator and as a human is to promote community. I do not believe in the struggle of complete individualism. As self motivated as I can be, I would be nowhere near where I am without the people around me and our mutual support, for this reason I always remind my students the power of working together. My core values also lie in community, as well as compassion. Since a child I have expressed empathetic characteristics and as I step further into adulthood it has only become more intentional. Understanding where people come from and what impacts their decisions can give you perspectives of the world you have never thought of before. For these reasons, I do my best to make sure my decisions are backed by knowledge and understanding of all situations. I want to impact my direct community by being an example of the fact that doing good things for others does not have to be an exchangeable task. Do good things and help people out of just being a genuine person and the world will be good to you in ways we don’t even notice. Attached is a picture of me with my 8 year old sister, who truly means the world to me and inspires me to be a better person everyday.

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My philosophy as an educator is centered on creating meaningful learning experiences that help students understand the purpose behind what they are learning and how it can be applied in the real world. I believe that every student deserves to feel seen, understood, valued, and safe in the classroom. I strive to create an environment where respect, empathy, tolerance, and responsibility are practiced every day and where students feel comfortable expressing themselves without fear of judgment. I believe that mistakes are a natural part of learning and that they provide opportunities for growth, reflection, and improvement. I want my students to develop resilience, confidence, and a positive mindset that they can carry beyond the classroom. Through education, I hope to contribute to a more peaceful, equitable, and compassionate world where all people feel respected and supported. Even through small actions, I believe we can make a meaningful difference in the lives of others and in our communities.

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My philosophy as a teacher is to create a safe, fun environment that promotes a sense of belonging, which enhances the students' ability to learn. I like to think of my classroom as a place where students feel safe, respected, seen, heard, and understood. I believe that students learn better when they have a close, warm relationship with their teachers. I see myself as an ally to my students and their academic goals.

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My teaching begins with respect and care for others. I believe that every child has the right to an education. Inspired by my homeland, Mexico, where I see children working in the streets, I dream of a world where every child is safe and has access to education, because no child should have to experience violence or a lack of love and learning.

When I am in the classroom, my responsibility is to bring each child’s voice into the room and to meet the needs of every student so they truly feel seen. I want them to know that learning is a journey and that, during our time together, I will give them the best tools possible to help them succeed and feel confident about learning something.

I want them to understand that it is okay to make mistakes and that they are developing the resilience to stand up again. I want them to know that mistakes are part of growth and should be embraced. My goal is to provide them with the tools they need. In a world where everything moves so quickly and values can sometimes feel lost, I want them to pause, reflect, and think. I want them to embrace silence and empathy, to learn about the people who came before them and fought against injustice, and to honor those who, in the past and present, care for others. Above all, I strive to create a safe space and ensure they know their community cares for them and that they develop the care for their community.

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My teaching philosophy is deeply rooted in my natural ability to feel deeply, my empathy. I believe my empathy is what has brought me to where I am today and guided me toward the career path of becoming a school counselor. From a young age, I felt deeply and differently than most. Growing up, and even now, I have often been labeled as “too sensitive” or “too emotional.” As I got older, I realized that my empathy was not a weakness but a strength. I began to notice that many people lack empathy, and that it is something the world needs now more than ever. My empathy has guided me to want to make others, especially students, feel safe, heard, seen and comfortable. It has driven my desire to help both children and adults on a deeper level, not just staying on the surface of issues. I want to explore and understand others in a way that provides them with safety and trust. Through my counseling skills, I aim to create an open, nonjudgmental, and emotionally supportive space, because emotions are not negative, they are valuable and deserve to be felt.

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My teaching philosophy is grounded in the belief that all students are capable learners who thrive when instruction is intentional, inclusive, and responsive to their diverse needs. I am currently a fifth-grade teacher, and while I value the critical thinking and independence that develop at the upper elementary level, I am deeply committed to expanding my teaching practice to include lower grades and bilingual learners. I view teaching as a dynamic and evolving profession, one that requires continuous reflection, adaptability, and a strong understanding of child development across grade levels.

I believe learning is most effective when students feel safe, respected, and represented in the classroom. I strive to design instruction that builds on students’ prior knowledge, encourages curiosity, and supports academic growth through hands-on learning, discussion, and collaboration. My experiences have strengthened my desire to work more closely with younger learners, where foundational skills, language development, and social-emotional growth are especially critical.

Language and literacy are central to my instructional approach. I believe bilingualism is an asset and that students’ home languages should be honored and integrated into the learning process. I am intentional about creating inclusive spaces where bilingual students feel empowered to use their full linguistic repertoire to communicate, think critically, and build confidence as learners. By fostering strong relationships with students and families, I aim to support the whole child academically, socially, and emotionally.

Ultimately, my goal as an educator is to expand my teaching opportunities while continuing to grow professionally and academically. I am committed to lifelong learning and to refining my practice to better serve diverse student populations. Through reflective teaching, inclusive practices, and a strong belief in educational equity, I aim to support students in developing both the skills and confidence they need to succeed in school and beyond.

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My teaching philosophy is grounded in the belief that educators should be responsible and respectful of the motivation, needs, and learning style of each student. I am willing to inspire students' potential and enable them to have their own sense of achievement in learning. This can prompt them to have a sense of recognition for bilingualism and be willing to learn about it voluntarily. By combining these skills with my cultural and linguistic background, I aim to become a bridge — connecting students’ native-language cognition with the academic expectations of an English-speaking environment. Bilingual education is a tool that can bring about changes in education. It can also help students break through their perceptions and open the door to new understandings and opportunities.

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As a school social worker who immigrated to the United States twenty years ago, my philosophy is deeply shaped by my personal experience of adapting to a new culture, language, and educational system. These experiences have taught me the importance of cultural understanding and equitable access to support. I believe that every student, regardless of their background deserves to feel secure in what may be an unfamiliar environment.

I approach each child respecting their family history, language, and life experiences, and I strive to create an environment where students feel proud of who they are. My own experience as an immigrant helps me connect with students who may feel invisible or misunderstood, and it motivates me to advocate for systems that support their identities.

I work to build trusting and respectful relationships with families and ensure they feel included in their children's school lives.

My goal is to contribute to creating a school environment where every student feels a sense of belonging and where differences are celebrated rather than marginalized.

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Mariluz John Martinez’s Teaching Philosophy

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Mariluz John Martinez’s Teaching Philosophy

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My teaching philosophy is deeply shaped by my own experience as a student in the very school where I now teach, which gives me a unique understanding of my students’ journeys, challenges, and strengths. I believe that teaching is about building trust, care, and meaningful relationships so students feel seen, valued, and capable of succeeding. Working with Spanish speaking students and newcomers who have been in the country for fewer than four years, I see language and culture as powerful assets that should be honored in the classroom. I strive to create a supportive and encouraging environment where students feel safe to take risks, make mistakes, and keep trying. I am passionate about motivating my students to believe in their future and understand that persistence, effort, and resilience can open doors to opportunity. I teach the way I do because I want my students to feel the same sense of belonging, confidence, and possibility that helped me succeed, and because I believe every student deserves a teacher who truly connects with them and never gives up on them

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My teaching philosophy is based on the belief that education plays a crucial role in shaping both individuals and society. As an early childhood educator, it is my responsibility not only to impart academic knowledge but also to foster lifelong learning skills and social-emotional growth that help my students find their purpose in life and set them up to be great citizens of our world.

I am committed to creating a developmentally appropriate and culturally responsive environment. This environment is built by creating strong relationships with my students and their families, so that I can get a better understanding of their cultures, beliefs, skills, and learning styles. This allows me to tailor instruction in a way that it meets each student's needs, and responds to their different learning methods and personal experiences.

Overall, through my teaching, I aim to create a classroom community where students feel safe to take risks, make mistakes, and grow, regardless of who they are or where they come from.

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My teaching philosophy, especially for younger children (K–6), is that learning should be fun, engaging, and guided by students’ natural curiosity. Young children are naturally curious, and when something sparks their interest, their minds open up. That is when learning is most effective.

Through my work as a paraprofessional, I have seen that when lessons are too rigid or lack engagement, many students lose focus. However, when instruction connects to something students are excited or curious about, participation and learning happen more naturally.

I observe the same thing as a father. When my son becomes curious about something, he is eager to listen and learn. These moments remind me that learning does not come only from following a strict curriculum, but from recognizing and building on a child’s interest.

Because there is so much for children to learn, what matters most is not always the specific subject, but that meaningful learning is taking place. When instruction is enjoyable and connected to students’ curiosity, learning becomes something children want to do rather than something they feel forced to do, making it both effective and lasting.

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My teaching philosophy is deeply rooted in the African American struggle for freedom in the United States that persists to the very second you read this. During slavery, it was illegal to teach enslaved peoples to read and when reading was taught, the book used was The Slave Bible, a curated and limited text used in such a way to brainwash enslaved peoples into believing their bondage was their freedom. (Museum of the Bible https://bit.ly/4qwpowu)

I come to the TESOL MA Adult Program at Hunter with a desire to work with incarcerated English language learners. My path has shifted a bit and I want to pursue a PhD in religion/divinity studies in a context that links linguistics, pedagogy, language acquisition, and liturgical languages to the human right of all people to migrate and seek out their spiritual homes. I don’t see myself teaching in a traditional sense and I am currently seeking a path to becoming a Chaplain rooted in gnostic Christian traditions, liberation theology, and my Yoruba faith, also known as Regla de Ocha in the Cuban lineage.

Some of my favorite authors and their quotes I’m currently vibing with are the following:

“Friend and countrymen!
I speak for my race and my people --
The human race and just people.”
--Pauli Murray

“Literacy was not just for self-enjoyment of fulfillment, it was tied to action and efforts to shape the sociopolitical landscape of a country that was founded on oppression.” --Gholdy Muhammad, Cultivating Genius

“To be a Negro in this country and to be relatively conscious is to be in a rage almost all the time,” Baldwin said in a 1961 radio interview. --James Baldwin

“It is evil to keep these people in bondage, yet they cannot be freed. They must be educated! To free these people without education and with the prejudice that presently exists against them would be a ghastly crime.” --William Styron, The Confessions of Nat Turner

“When I dare to be powerful, to use my strength in the service of my vision, then it becomes less and less important whether I am afraid.” --Audre Lorde, Sister Outsider

(The pic above is of me and my wife at the Sanctuary of San Lazaro in Rincon, Cuba - https://visitcuba.com/destinations/san-lazaro-sanctuary/)

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Being a Partner Rather Than an Authority

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Being a Partner Rather Than an Authority

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My teaching begins with respect, trust, and equal relationships with students. I see myself as a facilitator and partner rather than an authority figure who simply gives orders—an approach I experienced far too often as a student myself. I connect lessons to students’ diverse interests and backgrounds and strive to create a safe and supportive classroom where they feel heard and valued. I believe this environment best fosters both academic growth and personal development, helping every student reach their full potential.

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My teaching philosophy: the beliefs, values, goals, and understandings of learning and teaching that shape my teaching practice.

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My teaching philosophy: the beliefs, values, goals, and understandings of learning and teaching that shape my teaching practice.

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My teaching philosophy is based on the values of respect, community, patience, inclusivity, relationships, communication, leadership, and active and reflective learning. These values represent some of the most important aspects that are necessary in a classroom to create an environment where individuals can develop socially, emotionally, and academically.

I believe teaching should be tailored to students' needs and foster their skills. I believe teaching should take a culturally responsive approach that respects and honors students' identities; through this practice, students will feel safe, seen, and cared for.

I believe teaching requires the development of critical thinking and the use of active learning strategies, which will not only improve students' analytical and cognitive skills but also turn them from passive learners into knowledge producers.

Some of my teaching goals are to create a democratic classroom community as a medium for conflict resolution and to foster a positive social-emotional environment.

My conception of teaching is a blend of student- and teacher-centered approaches, as teachers play a role in learning as lecturers; I also believe students have active roles in learning.

Some conceptions of learning that I agree with are based on the principles of behaviorism, constructivism, developmental stages, and motivation. I believe students learn from one another. I believe learning is influenced by children's developmental stage and external factors such as motivation. I also believe in the constructivist conception of learning, in which students discover the world around them through their experiences.

I teach the way I do because I believe education has an imperative impact on human development. As we develop, we progress through our biological developmental stages, which shape us emotionally, physically, and cognitively, and so does the process of learning. Learning requires more than being exposed to information or being explicitly instructed; it gives humans the opportunity to awaken their curiosity about the world around them. I also believe knowledge is power, and there is no more powerful way than making informed decisions and experiencing the world through learning. Finally, I believe the experiences students encounter in an educational environment can shape their perception of learning. It is important that the learning experience be fun, safe, and nurturing to shape the student's relationship with learning.

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My teaching philosophy is grounded in empathy. I beleive that putting students' best interests first is the best outcome for our students. I beleive that having that base level of understanding for your students and considering culturally what it means for them to be students and how their experiences shape them. As an aspiring school counslor I think it is so important to be able to be that point person for students and to provide them a place to be themselves, to be authentic, to be listened to and cared for in a community that provides that support. Through all the pivotal moments in their life. When I was the same age as the students I am working with, I had counseling support, and I feel it changed my life in so many amazing ways, and it impacted me to the point where I want to do the same for my students. This would only encourage students to continue pursuing education. Not everyone is lucky enough to have someone there to listen to them and support their education. So if I can make that change for someone, and guide them in any way through that process, and be that representation for students from all backgrounds, but especially those that look like me, I think it's the most important thing we can do for them and their support.

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My Statement of Philosophy-RenLong Zhang

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My Statement of Philosophy-RenLong Zhang

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My teaching philosophy is grounded in culturally responsive and student-centered practices.

I believe that students learn best when their cultural backgrounds, languages, and lived experiences are recognized and valued in the classroom. As a teacher, I strive to create an inclusive learning environment where students feel seen, respected, and encouraged to share their voices.

Being student-centered means that I design instruction based on students’ needs, interests, and strengths rather than relying on a one-size-fits-all approach. I use flexible teaching strategies, collaborative activities, and meaningful discussions to engage students and support their academic and linguistic growth. By connecting learning to students’ identities and real-life experiences, I aim to empower them as active participants in their own learning and help them develop confidence as learners.

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My teaching philosophy focuses on student-centered practices. I believe that bilingualism and multilingualism is an important and powerful tool for students and teachers to have. I strive to create an inclusive, supportive classroom environment where students’ languages, cultures, and identities are valued and respected. I think it is important to build on students’ prior knowledge, linguistic and cultural experiences. I strive to create lessons that are engaging, accessible, and relevant, encouraging active participation, collaboration, and critical thinking. My goal is to help bilingual students feel confident, engaged, and successful while honoring their culture and experiences.

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My philosophy on teaching begins with teaching style. I believe every student learns best when learning is engaging and fun. Instruction should capture students’ interest while also creating a space where they feel safe and comfortable with their teacher. This belief extends to the classroom environment, which is built on respect. Where all students value one another regardless of skin color, race, ethnicity, or background. I am a firm believer that when a classroom feels like a family, students are more likely to succeed. Just as we do not choose our family, we do not choose our classmates, and learning to grow together with respect and care is essential.