Philos

Philosophy Statement

Education is a means to gain opportunity in this country, if delivered in an equitable manner. The realities of the school system across the

United State

demonstrate that this is not an equal playing field. This leads to the greater importance placed on educators, to work to create change and to open avenues of opportunity for our students, the future. How we prepare, teach, shape and influence our students reflects on their social, physical and emotional development into life long learners, critical thinkers, and engaged community members with a global and local perspective.

         As a teacher, I find it imperative to respond to the academic achievement gap that is disproportionately affected by students of historically disadvantaged, low-income and language minority backgrounds. To close this gap is a social justice issue that must
be addressed. Some forms of doing so are to have qualified
teachers that can respond to the student’s needs; for example, the ability to facilitate intercultural communication and some
knowledge in language development.

      It is also important for a teacher to have the ability to hold an inclusive presence. This encompasses the ability to be empathetic and conscious about students’ different experiences, perspectives, situations and contexts that have been and may arise. This also allows for the students, families, staff and community to feel a
sense of trust which can lead to the creation of a safe space for
open communication. Within all relationships, such as student to
teacher, teacher to family member, or teacher to teacher; clear communication is key to sustaining an effective two-way
relationship. This clear communication also includes a means
for honest, direct and productive feedback between teacher and student and the teacher and caregiver.

It is also important for a teacher to have the energy and commitment needed to be persistent. Persistence allows the ability to respond when something does not work out; make appropriate changes to better effectively carry out a goal; identify and serve different learning styles and paces; and to manage and demand only the best possible from the students, school and community.

Working with a student in 2005, Breakthrough Collaborative Sacramento.

Museo de Antropología en Xalapa, Veracruz. October 2006.

       Every child has the potential and ability to achieve given the context of a supportive teaching environment, availability of resource materials, and academic and social guidance. As a teacher I intend to work toward helping my students believe in themselves, while preparing them with the tools and skills necessary to achieve academically. A teacher should be an advocate for their students. I will not waste my students or my time; the school hours are reserved to provide opportunities to learn and grow, to encourage the students to think, ask questions, and develop their ideas. I intend to be explicit so that my students know exactly what is expected of them: to give their best effort; high expectations will be implemented to move each child to reach their full potential. Once this threshold has been achieved, new goals will be made to continue pushing the students to challenge themselves, learn, and grow.

       Given the rise of high stakes standardized tests, the teacher is challenged to implement creative strategies to build an engaging learning environment which addresses different learning styles. Moreover, policies that focus on monolingualism deny the opportunity to utilize the rich cultural and linguistic diversity found within the classroom, especially in California. As a teacher I intend to create opportunities to engage the students in holistic learning models that encourage them to consider different perspectives, create a sense of empowerment and confidence within themselves, and be prepared to pass the standardized test while ensuring interactive and engaging lessons.