My Teaching Philosophy and Classroom Management Plan by Elizabeth Alcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy Ms. Alcantara's Padlet: 275A en-us 2020-08-31 02:23:47 UTC 2023-02-24 17:24:10 UTC hello@padlet.com Part 1: Teaching Philosophy edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/707824980 2020-08-31 02:34:02 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/707824980 Motivation: What motivates you to become a teacher? edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/707833757 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.  ]]> 2020-08-31 02:40:52 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/707833757 Philosophy: What is your philosophy of teaching and learning? edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722425256 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.   ]]> 2020-09-05 04:44:55 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722425256 What parties are involved and what role do they play in this in Abolitionist and Humanizing Philosophy? edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722429419 2020-09-05 04:54:35 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722429419 Student's Role edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722430941
  • Mindfully practice thought and emotional regulation.
  • Analyze to re-imagine social structures and social norms through the lens of acceptance, inclusiveness, liberation, and equity. 
  • Create and work towards challenging academical and identity goals with a growth mindset.
  • Intentionally learns about and upholds their peers and community.  
  • Sees their inner-being as innately valuable, powerful, and loving.

    • ]]>     2020-09-05 04:57:28 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722430941     Teacher's Role edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722431322
  • Acknowledge, honor, and uphold the identity and culture of my students.
  • Commit to their  Intrapersonal, interpersonal, intellectual, and academical progress. 
  • Grow their activist identity. 
  • Differentiate for each student and for each part of their identity: academical, socio-emotional, and cultural.
  • Build and daily grow a loving and nourishing relationship with and among them.  
  • Connect with caregivers through constant communication and authentic care.

    • ]]>     2020-09-05 04:58:22 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722431322     Care Giver's Role edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722431554
  • Acts as my extended grade partner.
  • Advocates to me the needs of the child at home and in the classroom. 
  • Volunteers in the classroom and attends school functions. 
  • Loves and empowers their child.
  • Respects and advocates for the other students of the classroom at all times. 

    • ]]>     2020-09-05 04:58:56 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722431554     Admin's Role edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722431744
  • Creates school functions that uphold and acknowledge the culture of the students (Bettina Love, 2020). 
  • Staff is bilingual and diverse to communicate with and represent the population of the community they serve  (Bettina Love, 2020). 
  • Has quality free resources for caregivers such as: a day care, food drives, and social workers.
  • 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.

    • ]]>     2020-09-05 04:59:12 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722431744     Rationale: What beliefs have influenced this philosophy? edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722452949 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. ]]> 2020-09-05 05:56:23 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722452949 Cultural Wealth by T.J. Yosso (2005) in "Whose culture has capital?" edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722786835 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) 
    ]]>     2020-09-05 19:10:41 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722786835     Students as Intellectuals in "Transformative Ethnic Studies in Schools" by Christine E. Sleeter and Miguel Zavala (2020). edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722787053 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). ]]> 2020-09-05 19:11:07 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722787053 Overall Impact of Philosophy edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722787862 2020-09-05 19:12:56 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722787862 Ethnic Studies in "Transformative Ethnic Studies in Schools" by Christine E. Sleeter and Miguel Zavala (2020). edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722844315 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). 

    ]]>     2020-09-05 21:13:11 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722844315     Carino by Lilia I. Bartolomé (2008) in "Authentic Cariño and Respect in Minority Education." edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722848202 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).]]> 2020-09-05 21:22:59 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722848202 Humanization by Paulo Freire (2006) in "Pedagogy of the Oppressed." edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722860774 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).]]>     2020-09-05 21:50:05 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722860774     Impact on Instruction edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722871531
    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.   

    ]]>     2020-09-05 22:16:08 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722871531     Impact on Student Learning edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722876250 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.]]> 2020-09-05 22:27:36 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722876250 Rationale: How will philosophy influence how I select curriculum and materials, create a classroom community, build relationships with students, and assess students? edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722886532 2020-09-05 22:51:27 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722886532 Curriculum and Materials edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722887384 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."


    ]]>     2020-09-05 22:53:36 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722887384     Classroom Community and Relationships with students. edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722889810 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. ]]> 2020-09-05 22:59:42 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722889810 Assess and Evaluate edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722895643 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. ]]>     2020-09-05 23:13:35 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722895643     Impact Example edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722901143 2020-09-05 23:28:45 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722901143 Impact Example edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722901846 2020-09-05 23:30:26 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722901846 Part 2: Classroom Management Plan edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722907545 2020-09-05 23:43:18 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722907545 How will you establish an inclusive and welcoming community? edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722916697 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).

    ]]>     2020-09-06 00:09:28 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722916697     How will you create a positive relationships with students and support peer-peer relationships. edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722923487 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).]]>     2020-09-06 00:28:50 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722923487     Classroom Agreements and Expectations edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722925503 2020-09-06 00:34:06 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722925503 How will classroom agreements be established? edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722933400 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.]]>     2020-09-06 00:55:56 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722933400     How will all classroom expectations be established? edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722935792 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).]]>     2020-09-06 01:02:32 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722935792     Social- Emotional Competencies by Gianna Cassetta (2015) in her book, "Classroom Management Matters." edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722958177 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). ]]> 2020-09-06 01:57:38 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722958177 edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722959847 2020-09-06 02:01:13 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722959847 edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722961890 2020-09-06 02:04:36 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722961890 edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722964297 2020-09-06 02:11:25 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/722964297 What expectations will be included in our classroom? edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723002680 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.]]>     2020-09-06 03:46:03 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723002680     edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723013341 2020-09-06 04:08:57 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723013341 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). edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723020649 2020-09-06 04:21:02 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723020649 Classroom Procedures and Routines edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723022825 2020-09-06 04:25:08 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723022825 Morning Meeting Routine edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723024049 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. ]]>     2020-09-06 04:27:18 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723024049     Entering the classroom procedure edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723036054 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. ]]>     2020-09-06 04:44:44 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723036054     Community forms of Communication edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723042540 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. ]]>     2020-09-06 04:54:08 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723042540     References List for entire Padlet edalcantara https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723607697 2020-09-06 20:11:40 UTC https://padlet.com/edalcantara/9yv0xhpok9duenwy/wish/723607697