Learning Manifesto
Building Relationships
Even before I became a classroom teacher, I had many volunteering and substituting experiences in educational settings, so I learned a lot about how different classrooms in different schools functioned daily. As I was building relationships, I realized that each student has their own story. I learned about their cultural background, traditions, family relationships, hobbies, interests, etc. This inspired me to seek to teach at culturally diverse schools. I began teaching ESL when I transferred to a new district, and I was the only certified ESL science teacher at the time. Although I had worked with ESL students before, this was my first time teaching an emergent bilingual science course. This change in my classroom environment became a positive new teaching experience as I got to know the personalities of some fascinating individuals. They taught me just as much as I taught them. Teaching them a new language, culture, perspective, mindset, scientific knowledge, and ideas you pass on to them can be very empowering. In the sheltered classroom, you form bonds and have some really good times. You, too, get to watch them grow. I am passionate about showing students that although they have come from different cultural backgrounds, they are just as important as anyone else. Their education is not only an avenue to learn, but it also allows them to gain skills in communication and problem-solving to help achieve their goals. Showing my students education can increase their confidence as they gain knowledge, skills, and experience that will help them both in their careers and life. I am passionate about showing students that if you pour into yourself, be kind to others, and take the initiative in the classroom, you will continue to grow and develop to be the best version of yourself.
"Education is not preparation for life; education is life itself."
- John Dewey
As a classroom teacher for the past 16 years, an emergent issue that I've noticed with digital learning is the “sit and get” approach when it comes to learning platforms or apps. There is no engagement, and there is no authentic learning. Students sit in front of the computer and click through supplemental academic programs created to help with academic delays and build skills to perform at their grade level by the end of the school year. No longer are there days when computer time is an incentive. Students have technology in the palm of their hands 24/7 with cell phones. As an educator, I must provide students with the best learning environment where authentic learning and choice are available for all levels of learners.
I have had students enroll in my class from far-away developing countries with uncommon, unique languages throughout my teaching career. As with anyone, coming to a new country and no one in the school speaks your language can be terrifying and traumatizing. The student is then placed in a sheltered classroom with other emerging bilingual students. There is no inquiry about the students' migration journey, learning abilities, or challenges. A quick test of linguistic skills is given to identify the English language learning level and determine placement. Some districts are moving in the right direction by providing resources, such as summer language institutes, so the students can have a supportive and safe learning environment with opportunities to accelerate and enhance their linguistic and academic achievement while learning the US school system culture. All districts with high ESL enrollments should provide these programs to ensure all students can accelerate their English language acquisition in reading, writing, listening, and speaking.
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My beliefs about teaching and learning motivate me to propose and pilot the ePortfolios in ESL sheltered classes. I believe in providing fairness within the classroom. All students should be able to pursue their education on a level playing field, as some students may need more help than others. The benefits allow them to display their prior knowledge from their native country. Share their stories through pictures and written experiences of transitioning to their new home country. Assess and give feedback on classmates who speak other languages with whom they usually wouldn't communicate. A student-created ePortfolio will also allow teachers and ESL administrative staff to have real-time and current student content to help evaluate and plan students' next ESL placement level.
As a science classroom teacher and curriculum writer, I create authentic learning opportunities and interactive lessons. I incorporate digital learning that can be differentiated to a student's abilities, benefiting high-performing and struggling students. I scour the internet for fun and easy-to-follow videos. I am front-loading vocabulary with large anchor charts, translations in the student's first language, and bright, bold visuals. I go beyond the textbook and include projects with collaborative groups and stations. Exceptional teachers give students a choice, ownership, voice, and confidence to achieve their academic and personal goals.
I believe that every child has the right to a flexible, engaging, and effective classroom environment and that it is the teachers' duty to provide one.