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.

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.

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.

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.

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.

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.

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.

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/)

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.

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.