My motivations can be defined into three categories, each intertwining with another:

1) Altruism: I have a strong desire to contribute to society, mentor young minds, and make a positive impact on future generations. It is my belief that no matter how small the contribution is, I can leave this world knowing I made an impact. My name may not be known globally, but what I leave to my students—be it the lessons I taught, the skills I instilled, or the ways I made them feel—is what matters in the long run.

2) Curiosity: We all have some kind of eagerness about life and learning. Here lies new ways of thinking and being, and seeing the world through fresh eyes. In order to unleash this, we have to show students the power of such possibility. As a teacher, I can teach them to find different points of view and non-mainstream ways of acquiring knowledge. It fulfills me to see when new ideas and connections go off in their brains. I can harness these moments to create an engaging classroom environment where students feel free to explore everything and anything

3) Multicultural and Multilingual Education: There is no one culture or one language that rules the United States. If we were to be monocultural or monolithic, the beauty of our society would be diminished. I believe there is great value in celebrating every student's identity and uplifting every language because by doing so, we are acknowledging the incredible strength of our diversity. I strive to expose the multitude of impacts of other cultures and languages, empowering students to embrace their own as assets rather than dividers.

As a teacher, I plan to select curriculum and materials based on the community I serve, the diversity of our society, and the identities and experiences my students hold. A pillar of my classroom will be a library filled with books on diversity and social justice. I will create a classroom community by using their previous knowledge to inform what they are learning and by creating activities that foster interpersonal relationships. One of the first activities I will do is take block letters to form the word “familia”, cut them into puzzle pieces, give one to each child to make their own and put it back together. It will hang above our door, so we see every day we are a family, one that supports and cares for each other. I will bond with my students on their common interests and check in on them daily. If invited to events outside of school, I will gladly go to show my support. My goal is to make sure every child feels seen. Lastly, I will assess and evaluate my students’ work not on what a standard defines as success, but on the growth they have shown from one task to the next.

All this aligns with my teaching philosophy in that when everyone is involved, we can make a difference in a child’s life.

Given that my philosophy is intentional, reflective and aligned with my values of empathy and compassion, I am putting the needs of my students first and giving them the reins to how they navigate the curriculum. I will also have high expectations for everyone, that even if they feel they “fail”, they still have met an expectation of excellence that shows them their potential. My classroom will be a space that is inclusive and affirming, one that gives a space for all students to speak their truth. Because of this, my students will thrive emotionally and intellectually because they will feel seen, supported, and challenged.

Students are active participants and co-creators of a classroom, bringing their identities, experiences, and perspectives into the room. They engage with curiosity and have autonomy of their learning, actions, and impact on others, leading to the development of their own critical thinking. They collaborate respectfully with others and contribute to the success of the classroom and school community, setting examples for others on how to embrace education. 

Teachers are not the givers of knowledge, but the facilitator of learning. They guide students by creating meaningful learning experiences that encourage dialogue, inquiry and student leadership, taking into consideration the holistic being of their students. They serve as mentors, supporting academic, social and emotional development, and are tasked with creating personal relationships with students, families, and other educations in order to promote student achievement.

Parents and caregivers are critical partners and collaborators on their student’s learning journey. They are their student’s biggest supporters in and outside the classroom, often encouraging learning at home and reinforcing schooling experiences. They are advocates for their child and work with teachers and administrators to ensure their child thrives.

Administrators are allies of teachers, families and students themselves who serve as advocates for all within the school and outside with the district. They have the responsibility of creating an inclusive and caring school community and school culture, and set the tone for how a school operates. They collaborate with teachers and families to address the inequities facing students and advocate for student success.

• Purpose: Instead of phrasing rules in terms of limitations with serious consequences which can cause student anxiety, using positive reframing makes the classroom see more welcoming and safe.

• Purpose: Having a visual reminder of affirmations that promote a Growth Mindset will reassure students in their decision-making.

• Purpose: These high expectations will switch their mentality from what they cannot do to what they could do if they try their absolute best. I will emphasize every effort they do is valued and seen, creating a culture of excellence that pushes for self-confidence. I truly believe every student has a potential to be whatever they want to be.