Educational Beliefs and Practices

I value teaching as both a craft and a service that allows me to pass on the greatest gift I received from my own teachers: the ability to see myself as part of a larger human conversation through language and literature. My most influential teachers guided me with empathy and skill, showing me how to connect across time, culture, and identity. Through them, I experienced firsthand how literature can change a person. Now, as a teacher, I want to give my students that same experience by helping them feel seen, challenged, and capable of shaping meaning through language.

I believe that effective teaching transcends the transmission of content. It requires authentic relationships, kindness, and rigor in equal measure. Inspired by humanistic and constructivist theories, I aim to cultivate classrooms where students from diverse backgrounds see themselves reflected in the curriculum and feel empowered to contribute. Humanistic education emphasizes the development of the whole child, valuing emotional well-being alongside intellectual growth (Maslow, 1943; Rogers, 1969). Constructivist theory highlights the active role of learners in constructing meaning through collaboration and scaffolding (Piaget, 1970; Vygotsky, 1978). These approaches affirm my belief that students learn best when they feel supported as individuals and challenged as thinkers.

One central learning outcome I want to foster in my students is critical thinking through textual analysis. Whether engaging with a classic novel, a modern multimedia text, or a social issue, I want students to be able to question, synthesize, and articulate ideas with clarity and confidence.

To foster this outcome, I will use Socratic seminars, which encourage dialogue, active listening, and the exploration of multiple perspectives, and multimedia analysis, which engages students in comparing traditional literature with contemporary cultural texts. Both strategies invite students to make connections between the classroom and the world beyond it.

To measure student mastery of critical thinking, I will use rubrics that clearly outline expectations for analysis, evidence, and reasoning, allowing students to self-assess and track their progress over time. I will also employ formative assessments such as journals, exit tickets, and reflective writing, which provide ongoing insight into student thinking and help me adjust instruction. Combining summative and formative measures ensures that students are evaluated not only on polished work but also on their process of growth.

I also believe strong relationships with school stakeholders, including families, colleagues, administrators, and community partners, are essential for student success. These relationships foster a consistent and supportive environment that extends beyond the classroom. To build them, I will prioritize clear communication, invite stakeholder feedback, and maintain transparency in my teaching practices. I will also celebrate student growth publicly and create inclusive opportunities for involvement, ensuring that stakeholders see themselves as partners in the educational process. By cultivating these relationships, I strengthen the network of support surrounding each student.

Ultimately, my teaching philosophy rests on the conviction that kindness, high expectations, and community can transform learning. By designing instruction that emphasizes critical thinking, by assessing both product and progress, and by building collaborative relationships with stakeholders, I hope to guide students toward greater self-awareness and deeper connection with others. In this way, teaching can be not only the sharing of knowledge but also the shaping of empathetic, thoughtful citizens.

References

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346

Piaget, J. (1970). Science of education and the psychology of the child. New York: Orion Press.

Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Merrill.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.