Kathline Gomes July 15, 2013

Educational Philosophy

We are currently preparing students for jobs and technologies that dont yet existin order to solve problems we dont even know are problems yet. This quote is from a video, originally made in 2007, that highlights the fast-changing nature of our world and its effect on teachers and students. Six years later and the information and statistics it provides are already surprisingly out of date, but that quote still rings true. How can we prepare students to meet the challenges of a global society, when we dont even know what to expect? This uncertainty means that many students will no longer pick a single career track, following established steps to join a profession. Even the way that people share news, find information, and create community is constantly being transformed by new technology. All students deserve access to the academic, technical, and social skills necessary to be active citizens in this rapidly fluctuating world. As a teacher, I strive to ensure that students develop these skills through equitable teaching practices that emphasize critical thinking, creativity, and problem solving. Creating a positive and responsive classroom community is imperative to motivate and engage students. In my classroom, everyones contributions will be expected and valued. Collaboratively creating rules with students and setting clear expectations ensures that everyones input is recognized and that all are held to group expectations. Through explicit modeling, guided practice, and discussions, students will learn tools for solving conflicts and respecting their classmates. Analyzing mistakes is a key part of the learning process, and having clear community guidelines will allow all students to courageously engage with material without fear of ridicule. On my part, I am committed to using language that recognizes and reinforces students perseverance, problem-solving, and creativity, rather than just the right answer. When students are respected and part of an equitable and caring community, they will have more support to achieve their academic goals. One key to building a collaborative classroom community that meets all students needs is to implement a variety of participation structures. Varying these structures allows all students to develop their own understanding of content, become comfortable with academic language, and contribute to the group. For example, in my first placement with a kindergarten class, students described pictures using math stories. First, they would have time to think individually. Then, they would share their story with a partner. Finally, partners would share each others stories with the whole class. This allows all students time to create and practice their own stories, using whatever mathematical language they are comfortable with. In addition to developing speaking and listening skills, this structure also allows students to extend their knowledge of mathematical language by restating others examples. Recognizing the vast array of different experiences everyone brings to class is another component of valuing all students contributions and expanding learning opportunities. For example, in my second placement at a first grade class, each week a student was chosen to be Star of the Week. This student got a folder and bag to take home for the week, with an

explanatory letter to the family. The student filled out paper stars, telling about their strengths, their family, and things that they like. They also brought special personal items to share from home, such as baby clothes and pictures. After sharing, students interviewed the Star of the Week, and wrote a congratulatory letter to them detailing what they learned and their favorite part of the interview. Activities such as this build students knowledge of each other, and help students be secure in the knowledge that their experiences matter to the class. Technology can also strengthen community between classrooms and families, providing a connection that is not dependent on matching teachers and families schedules of availability. Although class websites and email should not replace in-person meetings and phone calls, having multiple ways for families to be informed about classroom activities increases the likelihood of active participation and the potential for a strong classroomcommunity partnership. Additionally, embedding technological resources within lessons can increase motivation, provide opportunities for unique student creations that are easily shared, and allow for more student collaboration. There are a wide variety of ways to use technology in presenting lessons; for example, tools like Smart Boards allow the creation of interactive lessons about any subject. Computer simulations and educational games build students academic knowledge as well as their technological expertise. In addition, projects like class blogs, group presentations with movie-making software, and co-written papers through programs like GoogleDocs enhance classroom collaboration. In addition to planning engaging and accessible lessons and building a positive classroom community, equitable teaching practices require constant examination of my own beliefs and how they affect my teaching. Garrahy (2003) studied third grade teachers stated beliefs about gender and compared them to the teachers actions in the classroom. Despite teachers recognition of the importance of gender equality, they did not notice their own inequitable practices until they had to accommodate the presence of a researcher and had the opportunity to engage in scholarly conversations (Garrahy, 2003, p. 103). Garrahy (2003) documents the necessity for critical reflection by demonstrating the vast inconsistencies possible between teachers stated beliefs and their actions in the classroom. When teachers considered outside perspectives and analyzed their own practices, they were able to become aware of their own biases. As I move forward in my teaching career, it is important that I build a professional learning community, so that I am also able to engage in scholarly, reflective conversations. By connecting with teachers at my school, maintaining a reflective journal, and seeking out professional development communities such as the California Association of Bilingual Educators, I will continually evaluate my teaching practices. Martin Luther King, Jr. (2004) wrote: We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly (p. 75). This statement communicates a strong sense of shared responsibility, and the conviction that individual actions inevitably affect broader communities. These ideals drive my commitment as an educator, and the way I will shape my classroom. I will always be working in collaboration with my students so that we have the knowledge, skills, and courage to align our actions with our beliefs.

References Garrahy, D.A. (2003). Speaking louder than words: Teachers' gender beliefs and practices in third grade classrooms. Equity & Excellence in Education, 36(1), 96 104. King, Jr., M.L. (2004) Letter from Birmingham Jail. In D. Howard-Pitney (Ed.), Martin Luther King Jr., Malcolm X, and the civil rights struggle of the 1950s and 1960s: A brief history with documents (pp. 74-90). Bedford/St. Martins.